Spanish at Queen’s introduces students to the literatures, histories, cultures and language of the Spanish-speaking world. We are proud to offer students the opportunity to learn more about Spain and Latin America and to study different periods from early modern (Golden Age) Spain and colonial Latin America to twenty-first century Spain and contemporary Latin America.
Students can start to learn Spanish as beginners if they do not have an A or AS level in Spanish.
All students follow core modules in Spanish language which enable students to develop skills in written and spoken Spanish and translation from Spanish to English. The degree takes four years to complete and includes a study abroad year which many of our students say is a highlight of their degree. All our classes are taught in small groups by a dedicated team of staff, giving students the opportunity to be part of a close-knit community, participate fully in discussions and receive detailed, personalised feedback on their work.
Excellence of research and teaching consistently recognised in league tables. In the 2024 National Student Survey, Iberian Studies was 2nd in the UK for Student experience and 4th in the UK for teaching Quality.
Spanish highlights
Global Opportunities
After stage 2, you will spend an academic year working or studying in a Spanish-speaking country. Students have the possibility of acquiring valuable professional experience by teaching in a school, undertaking a work placement, or doing voluntary work; they may also elect to study at a Spanish university. Queen's University Belfast is committed to providing a range of international opportunities to its students during their degree programme.
Industry Links
Graduates in Spanish have risen to the top in a number of fields, including media, print journalism, translating, marketing, local government, fast-stream Civil Service, and a very wide range of local, national and international companies.
World Class Facilities
Queen’s Library has an outstanding collection of resources relating to Spain and Latin America. The Language Centre has state-of-the-art facilities for language learning, and the IT provision more generally is excellent.
Internationally Renowned Experts
Spanish at QUB has world leading experts in Spanish and Latin American literatures and cultures. Thanks to the breadth of staff expertise we are able to offer students the opportunity to study countries across the Spanish speaking world and different time periods. Research in Languages at Queen’s was ranked 3rd in the UK in REF 2014 for Research Intensity and 5th for Grade Point Average.
Student Experience
Students run a lively Spanish and Portuguese Society, and staff offer support through a personal tutoring system, skills development programme and a structured framework for feedback.
• Spanish and Portuguese Society: Students can get involved in a vibrant student network that organizes activities throughout the year (e.g. tapas nights, language intercambios) and includes many ERASMUS students at Queen’s as well.
Further Study Opportunities
Students can continue to study for an MRes with a specialism in Spanish, which will be tailored to a student’s particular interests, and will involve a combination of guided study and independent research. The MRes allows students to explore their chosen topic in depth and provides an ideal preparation for careers which require research skills or for continuing postgraduate study. Other PG courses of possible interest for graduates of Spanish include the MA in Arts Management and the MA in Translation http://www.qub.ac.uk/courses/postgraduate-taught/arts-humanities-mres/
Student Experience
In the 2024 National Student Survey, Iberian Studies was 2nd in the UK for Student experience and 4th in the UK for teaching Quality. 98% of students said that staff are good at explaining things. 92% said that the course developed knowledge and skills needed for the future. https://discoveruni.gov.uk
‘Learning Spanish and Portuguese at university gave me a structured understanding and plan for dealing with new tasks, giving me the ability to write and be more coherent in my reporting in English. Translation studies in university gave me a unique skill in problem solving, finding a solution that not only is correct but one that fits appropriately; you can literally translate something, however there is always a better way to convey a message or an option that is much more appropriate to the situation you are in. My final year of university was full of fantastic memories, as our year group were much closer after having experienced an Erasmus year together, while we all also attended the many cultural events held by the Erasmus Society and the Spanish & Portuguese Society.” (Tiernan McGowan, BA Hons Spanish and Portuguese)
In year 1, students undertake 4 core modules, and can choose a further two from a wide range available on this programme. These introduce key concepts in Spanish language, literature and culture. They will also develop critical and writing skills necessary in order to make the transition to studying at university level.
Stage 2
In their second year, students build on the learning and skills gained in year 1, developing fluency and sophistication in their use of the language, and deepening their knowledge of Hispanic cultures.
Stage 3 - Year Abroad
In Year 3 students spend around 8 months in a Spanish speaking country, undertaking a work placement and gaining skills that support employability.
Stage 4
In the final year of the programme, students continue to develop their knowledge of Spanish, and select from a wide range of modules which are rooted in staff research expertise.
Arts, English & Languages Before joining Queen’s in 2015, Dr Lawless worked as a lecturer at the University of Strathclyde and the University of Sheffield. She is one of the founders of the International Network for Nineteenth-Century Hispanists. She teaches language classes at all levels, as well as optional modules on Spanish literature and culture from the nineteenth and twentieth centuries.
Dr Holmes is one of the founders of REBRAC, the European Network of Brazilianists Working in Cultural Analysis, and a member of the Interdisciplinary Research Advisory Panel for the Research Excellence Framework 2021. In 2016 Dr Holmes was awarded an AHRC Cultural Engagement Fellowship
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable our students to achieve their full academic potential.
On the BA in Spanish we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. We create a supportive environment in which we get to know each of our students individually. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: computer-based grammar learning packages; interactive web-based learning activities; opportunities to use IT programmes in project- based work and for presentations etc.
Lectures
These introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in larger groups of approximately 40 students). Only a few of our modules are delivered in this way, e.g. Introduction to Latin American Studies both at Level 1.
Oral classes
Students will have opportunities to develop oral skills and apply grammar and vocabulary in real-life, practical contexts. All these classes are taught in very small groups (typically 6-12 students) and are facilitated by a native speaker (from Spain or Latin America). Students will be expected to attend 1 oral class per week as part of your core language module.
Personal Tutor
Students are allocated a Personal Tutor who meets with them on several occasions during the year to support their academic development. This gives students one identified contact to discuss any difficulties they might encounter and who can answer any queries they might have.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
Almost all of the teaching in Spanish and Portuguese Studies is carried out in small groups (typically 10-20 students) in both English and Spanish. These provide significant opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups. All of our language teaching and the vast majority of our other modules are delivered through small-group seminars.
Year Abroad
Students taking a BA in Spanish undertake a year abroad in a Spanish-speaking country after Level 2. This is a significant learning and employability enhancement opportunity during which students can study in a Spanish University, work as an English-Language Teacher, undertake a paid work placement etc. This feature of our degree programme gives students the opportunity for personal development, gives them a job placement, further develops communication and language skills, and the challenges of living abroad come to be a unique (and unforgettable) stage in their own personal development.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of the year examinations. Details of how each module is assessed are provided in the course materials which are made available online at the beginning of the semester, shown in the Student Handbook which is provided to all students during their first year induction. All assessment, apart from home language assignments, year abroad portfolio, and oral exams, is marked and returned anonymously.
Feedback
As students progress through this course they will receive general and specific feedback about their work from a variety of sources including lecturers, module convenors, personal tutors, advisers of study and their peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted. The vast majority of our written feedback is provided electronically to your personal online account.
General comments or question and answer opportunities during or at the end of a lecture, seminar or tutorial.
Immediate, on-the-spot feedback from your teacher during language classes.
Individual consultations addressing specific queries with lecturers during designated consultation hours.
Online or emailed comment to specific queries.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.
Facilities
Queen’s has an excellent library with an outstanding range of resources in Peninsular Spanish and Hispanic cultures. The Language Centre has state-of-the-art facilities for language learning, and IT provision more generally is excellent.
What our academics say
All students on the BA Spanish programme follow an intensive language course designed to develop a high level of grammatical accuracy as well as core skills in translation, composition and spoken Spanish. These courses include a strand designed to help our students to develop the skills they will need during their year abroad and in their future careers. Alongside the language course students will study modules about the rich and diverse literatures, cultures, societies, and history of Spain and Latin America which reflect the wide-ranging expertise of the staff in the department. For many of our students their third year is one of the highlights of their degree as students on the BA spend an academic year in a Spanish-speaking country either on a work placement or studying at one of our partner universities. Students with appropriate qualifications can start to study Spanish as a beginner and we will work with you to accelerate your learning so that you can join the post A-level cohort at Level 2." Dr Sarah Bowskill
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module introduces students to key concepts, movements and historical moments pertaining to the cultures, literatures and societies of the Iberian Peninsula (i.e. Spain and Portugal). It explores a selection of texts (literary and visual) from a range of authors and artists from the early modern period (16th / 17th century) to the present day. This course will give you a broad overview of the main historical events in Spain and Portugal from a cultural perspective.
Learning Outcomes
By the end of this module students should - acquire a basic knowledge and understanding of crucial periods of peninsular cultural history - develop an understanding of the complex inter-relations between a text and its historical context - have an awareness of the distinct methods of cultural analysis and begin to apply these appropriately to a range of texts, written and visual.
Skills
Students should begin to - situate art and literature in their socio-political contexts - develop skills of critical analysis - develop essay writing skills - develop bibliographical research skills
Course contents:
This module aims to consolidate and expand on existing Spanish language competency by developing written and oral language skills, knowledge of Spanish and Latin American culture, and grammatical proficiency, to equip students with professional and employability skills in preparation for further study of Spanish. It consists of four elements designed to provide a comprehensive consolidation of Spanish language competence:
1. Language Seminar (1hr per week)
Seminar aims to develop students’ ability to understand, translate, and compose Spanish-language materials in a range of forms: text, image, audio-visual. Language will be engaged in context, guided by themes such as University Life, Culture & Identity, and Culture & Communication. Linguistic competence will be developed through a range of methods that may include: group discussion, translation, responsive and report writing.
2. Grammar Workshop (1hr per week)
Workshop designed to consolidate and enrich students’ knowledge and understanding of Spanish grammar and syntax. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
3. Specialised Language Cursillo (1hr per week)
Cursillo offers language skills for special purposes providing career development, linguistic and socio-cultural knowledge important to work-related situations in different fields.
4. Conversation Class (1hr per week)
Conversation class is led by a native speaker of Spanish and compliments the content of the Language Hour. Students will meet in small groups to discuss, debate, and present on the main themes of the course.
Learning Outcomes
On successful completion of the modules students should:
1. be able to read Spanish texts in a variety of forms and demonstrate a sensitivity to their detail and nuance in speech, writing, and when translating;
2. be able to produce Spanish texts appropriate to different requirements and registers;
3. be able to investigate, structure, and present a complex argument in longer pieces of written work;
4. be able to communicate using more sophisticated grammatical and syntactical constructions with a good level of accuracy (without basic errors).
Skills
On successful completion of the modules students should have developed the following range of skills: comprehensive dexterity using Spanish grammar; translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills.
Course Contents
This module introduces students to key concepts, movements, literary and historical moments pertaining to the cultures, literatures and societies of Latin America. Throughout the module, a representative selection of primary and secondary texts from a range of historical periods will be used to explore key issues and themes. Themes will vary from year to year but may include: exploration, conquest, identity, borders, dictatorship, and migration.
Learning Outcomes
By the end of this module students should:- acquire a basic knowledge and understanding of crucial periods of Latin American culture and history - develop an understanding of the complex inter-relations between a text and its historical context - have an awareness of distinct methods of cultural and historical analysis and begin to apply thses appropriately to a range of texts, writtren and visual.
Skills
Students should begin to: - situate art and literature in their socio-political contexts - develop an awareness of key historical trends - develop skills of critical analysis - develop essay writing skills - develop bibliographical research skills
Building on skills acquired at Level 1, this module aims to develop more advanced language skills in spoken and written language. Students will be required to take on increasingly complex tasks which require them to be aware of and use different written and spoken styles and registers. Task will promote linguistic, sociolinguistic and cultural awareness at a more advanced level. The module will contain the following elements:
1. Text-based class – (1 hour a week).
This class will focus on developing skills in reading, writing, literary and non literary translation. Students will be required to read and respond to texts which deal with current issues in Spanish speaking countries in Europe and Latin America.
2. Translation into English Workshop ( 1 hr per week)
Students will develop their ability to respond to a range of source text types of an appropriate level of difficulty, grouped according to the course themes. They will also develop editing skills and improve their expression in English. Study of Spanish grammar in context will be embedded into the class.
3. Oral class ( 1 hr per week)
This class will encourage students to develop their skills in spoken language with an emphasis on being able to communicate information and a point of view and on eliminating basic errors from spoken language as well as developing fluency in spoken Spanish
4. Cursillo ( 1 hr per week)
This class will focus on preparing students for the year abroad and on highlighting and developing the professional skills which students develop as a result of studying Spanish at degree level
There will be an extra hour of language tuition for ex-beginners
Learning Outcomes
On successful completion of the modules students should:
1. be able to demonstrate a level of fluency, accuracy and spontaneity in speech and writing, and a wide range of vocabulary and expression, so as to be able to discuss a range of complex issues.
2. be able to read a wide variety of Spanish texts (fiction and non fiction) and identify important information and ideas within them.
3. be able to demonstrate a good grasp of structures of the language covered in the module and identify and use appropriate reference works including dictionaries and grammars.
4. be able to organise and present a coherent argument in Spanish relating to topics covered in the course, and present their knowledge and ideas in a range of formats and registers
Skills
On successful completion of the modules students should have developed the following range of skills: Translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills - including practical language knowledge for living and working abroad
This module examines a range of materials that includes: literature, textiles, and films/documentaries that explore the impact of social change, technology, and industry on the natural world in Latin America. Using the framework of environmental justice ecocriticism and moving from paradisiacal descriptions of Spanish America in the early colonial period to the protest movements of the 21st century, we will discuss how these genres may highlight the plight of local communities by using the arts (in their broadest sense) as a form of protest. The course will follow a theme of the four elements as part of the reflection on the interaction with the natural world: fire, air, earth, water.
Learning Outcomes
On successful completion of this module students will:
• Demonstrate understanding of the general concepts of environmental justice ecocriticism and the application of this theory to text and image/film.
• Demonstrate understanding of a range of major environmental issues facing Latin America in a global context and based on a particular historical trajectory.
• Demonstrate understanding of and ability to work with the different approaches in text, textile, and film that seek to challenge and inform the reader/viewer of the social impact of environmental changes.
Skills
On successful completion of this module students should have developed a range of transferable and subject-specific skills:
• Research skills (locating relevant materials, organising material, use of databases and reference techniques)
• Independent thinking: analysing a variety of ideas and ability to address these ideas within the framework of an independently-constructed argument; implementation of research skills.
• Critical analysis: active reading, argument building.
• Written expression: analytical dexterity, fluency and coherence.
• Oral expression: presentation skills, clarity, succinctness, communication of argument.
• Creative expression through textile management.
Over 85% of the population of Brazil lives in cities. In this module, students will explore and engage with a diversity of Brazilian urban configurations, spanning cities of different sizes in different regions of the country (as well as, potentially, cities outside of Brazil in which Brazilian migrants have established a presence). Students will be
introduced to and learn how to analyse varied practices of the occupation and representation of Brazilian urban spaces by their inhabitants and visitors in the twentieth and twenty-first centuries, which might include verticalization, auto-construction, migration, mapping, tourism, datafication, performance, events, protest, and commerce/trade, as well as different cultural forms such as film, literature, art, music, digital culture and so on. The module will also foreground diverse perspectives on the city informed by attributes such as race and ethnicity, class, gender, and sexuality. Previous knowledge of the Portuguese language and cultures of the Portuguese-speaking world are not required.
Learning Outcomes
On successful completion of this module students will be able to: * Critically analyse a range of occupations and representations of Brazilian urban spaces informed by an awareness of their specific features as well as the historical, social, cultural, geographical, and political contexts in which they are undertaken * Demonstrate knowledge and understanding of twentieth and twenty-first century Brazilian urban configurations, grounded in an interdisciplinary approach to the topic and the ability to engage with a range of social and cultural formations * Argue at length and in detail about an aspect of the topic, supporting the argument with evidence from relevant social and cultural material and with opinions from secondary literature.
Skills
On successful completion of this module students should have demonstrated: - Interpretive and analytical skills through the critical analysis of varied examples of Brazilian urban occupations and representations - Organisational and time management skills through their use of non-contact time to effectively prepare for and meet deadlines for classes and assessments - Oral and written communication skills through participation in class discussions and completion of coursework assignments - Independent study skills through identifying and making appropriate use of relevant secondary materials - The ability to formulate independent views and their effective expression and deployment in verbal and written form - The ability to combine a variety of IT skills in researching and reporting on a topic (e.g. Word, PowerPoint, Internet, etc).
Spanish Memoirs and Autobiographies of the 20th Century
Overview
This module will focus on Spanish 20th century memoirs and autobiographies. Particular attention will be paid to the republican, francoist and democratic periods. The analysis will aim to situate this genre within the contexts both of literature and history of contemporary Spain.
Learning Outcomes
To introduce students to the autobiographical genres in relationship to Spanish society and politics. To enhance their capacity in dealing critically with literary and historical texts.
Skills
Literary analysis, writing of essays, presentation techniques, use of bibliographies, use of the Web.
Understanding 20th Century Mexico through Art, Film and Literature
Overview
This module introduces students to key moments in Mexican history and cultural production through the study of art, film and literature.
The module will introduce students to a selection (typically three or four) of the following topics:
The Mexican Revolution
The Rights and Experiences of Indigenous Populations
1968, the Mexico Olympics, Student Movements and Tlatelolco
Migration, Border Crossing and Border Culture
The Zapatista Uprising
Mexico’s Dirty War
Mexico City becomes a mega city
Inserting women into Mexican history
NAFTA, maquiladoras and femicide
Communism, Fascism, and the Spanish Civil War exiles in Mexico
Workers’ Movements and Workers’ Rights
Learning Outcomes
On successful completion of the course, student should:
• Be able to demonstrate an understanding of a selection of key moments in 20th century Mexican history
• Understand how cultural production (art, film and literature) has responded to a selection of key moments in 20th century Mexican history.
• Be able to use their knowledge of the set texts to construct an argument on a given topic.
• Understand individual texts and the contexts and critical debates surrounding them.
• Have demonstrated the ability to read and understand works of fiction and academic criticism in Spanish.
• At an advanced level students should have acquired an appreciation of the complex relationships and dialogues between texts and reality.
Skills
On successful completion of the course, student should be able to:
• Articulate ideas and arguments in written form using evidence from primary and secondary literature as appropriate
• Prepare presentations and handouts suitable for a specified purpose or audience
• Interpret texts in different media using appropriate critical vocabulary and terminology
• Be able to recognise and explain nuance and ambiguity in texts
• Adjust their writing style for different purposes
• At an advanced level students should be able to point out shortcomings in scholarly literature and analysis
• Read complex texts in Spanish
Harry Belevan has written that the Fantastic mode of literature is revolutionary because it created a new type of reader, one attuned to the limits between reality and unreality in a text. With this in mind, this course begins with a reflection on the practice of close analysis in order to develop the tools of active reading that will allow a proper engagement with the rich tradition of lo fantástico in Latin America. Students will then learn how the Fantastic has been theorised by critics, before using this knowledge as a lens through which to explore a range of texts by some of Latin America’s most important cultural icons (e.g. Jorge Luis Borges, Julio Cortázar) and exciting new authors (e.g. Samanta Schweblin, Mariana Enriquez).
Learning Outcomes
On successful completion of this module students should be able to:
• Provide a close reading of both image and text using a range of critical terminology
• Discuss and identify the most common characteristics of the Fantastic mode in literature and film
• Demonstrate knowledge and understanding of the work of important, 20th century Latin American artists
• Argue at length and in detail about an aspect of the topic, supporting the argument with evidence from the text and with opinions from secondary literature
Skills
On successful completion of this module students should be able to:
• Identify own areas of strength and interest
• Closely analyse the subtleties of a written text
• Undertake independent research
• Time management and working to deadlines
• Adopt a critical approach to the selection and organisation of a large body of material in order to produce a written argument of some complexity
• Extract relevant information for presentation and discussion based activities.
• Demonstrate ability to combine a variety of IT skills in researching and reporting on a topic (Word, PowerPoint, Internet)
This module will require the student to reflect on their extended period of residence abroad and the skills acquired as a result. It will include a written assignment in the target language or languages. There will also be an oral examination in the target language or languages.
Learning Outcomes
At the end of this module it is intended that you will:
Linguistic Skills:
-demonstrate advanced competence in the target language in both oral and written contexts
-be able to understand the spoken language at near-native level
have developed enhanced strategies for independent language acquisition
-be able to prepare and deliver an analytical report and oral presentation in the target language
Academic/Professional Skills
-have demonstrated an ability to adapt to a new educational/professional context
-be able to analyse and reflect critically on these experiences, and to communicate your conclusions orally and in writing
have developed an awareness and understanding of the structures and ethos of an educational institution (school/university) or workplace in a foreign country, and draw comparisons with the UK/Ireland
-have enhanced your employability profile
Cultural Awareness
-gained an enhanced understanding of the culture and society of the foreign country through the experience of living and working/studying there
-be able to draw comparisons with those of the UK/Ireland, and reflect critically on your own culture and society
Skills
have enhanced personal skills in six key areas (self-management & development, managing tasks, communication, working with others, applying knowledge, problem solving)\nbe able to articulate these skills in such a way that you are able to maximise personal development during residence abroad for your future career
Students complete a work, volunteer or study placement in fulfilment of the residence abroad requirements of their Modern Languages degree.
Learning Outcomes
On successful completion of this module students should be able to demonstrate:
- Advanced linguistic skills
- Enhanced cultural and intercultural awareness
- An understanding of the work environment and professional skills OR an understanding of a different university system and enhanced academic skills
- Personal development
These skills will be assessed as part of the co-requisite module, either FRH3050 or SPA3050
Skills
Students undertaking the placement will develop their skills in the following areas: linguistic skills (reading, writing, listening, speaking); professional or academic skills; cultural and intercultural awareness; personal development.
Building on skills acquired at level 2, and during residence abroad, this module aims to develop advanced competence in the target language. Linguistic, sociolinguistic and cultural awareness will be consolidated and deepened. The module will contain the following elements:
1. Text- based work in the target language (1 hour per week)
This contact hour is centred upon skills in persuasive and report writing, drawing upon a variety of contemporary source texts in Spanish, which are grouped thematically. A range of language acquisition and development methods will be employed: group discussion, reading and critical analysis, summary & paraphrase and responsive writing.
2. Translation into English (1 hour per week)
Students will build upon translation skills embedded at Levels 1 and 2 to deepen their ability to respond to a range of source text types of an advanced level of difficulty, grouped according to the course themes as for Hour 1. They will also develop editing skills and improve their expression in English.
3. Contextual study (1 hour per week)
The research led strand will introduce students to literary, cultural and historical source material from Spain and Latin America, deepening and contextualising the linguistic elements of the module by placing them in a broader socio-historical context.
4. Conversation class (1 hour per week)
Conversation class is led by a native speaker of Spanish and complements the content of the Language Hour. Students will meet in small groups to discuss, debate, and present on the main themes of the course
Learning Outcomes
On Successful completion of the Module Students should:
1) Be able to demonstrate a high level of fluency, accuracy and spontaneity in their written and spoken Spanish, including the use of a broad variety of linguistic structures and vocabulary, congruent with carrying out activities in Spanish in a professional environment
2) Be able to deal with a broad variety of material in the target language, including material which is complex and abstract, and which involves a variety of genres, dialects and registers;
3) Be able to synthesise knowledge, identify key points, and structure and present arguments at a high level in a range of formats and registers
Skills
On successful completion of the modules students should have developed the following range of skills: Advanced skills in translation and textual analysis; the ability to argue at length and in detail about a topic in both Spanish & English, lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills
This course will explore the development of the amorous lyric in Golden Age Spain through the study both of major and minor writers of that period. Close readings of these poets will raise questions about poetic canons, intertextuality and the practice of imitation in the Renaissance, relations between poetry and nationality. Emphasis will be placed upon the function of classical mythology both as allusive reference highlighting individual poetic concerns and as social indicator reflecting Spain's changing perception of its place in the World.
Learning Outcomes
To familiarise students with a crucial period of Spain's cultural history, a detailed critical understanding of the work of representative poets.
Skills
Enhanced appreciation of an important literary genre of Golden Age Spain, close reading skills; the ability to relate poetic texts to a cultural context and developing tradition.
Afterlives of the Empire: Decolonisation in the Portuguese-speaking World
Overview
This module aims at discussing decolonisation (from political and military to cultural; from the 1970s to present day), and its effects in contemporary Portugal and in the former Portuguese colonies in Africa through a critical study of the end of the empire and its aftermath. Focusing on specific
themes and case studies, the module will enable students to become familiar with relevant postcolonial and decolonial theoretical approaches and use them in the in-depth study of different types of primary sources (e.g. film, biography, speeches, literary text, photography, posters, music). Although the detail of the programme may be subject to variation, the topics for discussion are likely to include the following: representation, self-representation, race, gender, identity, heroic reputations, citizenship and nationalism.
Learning Outcomes
On successful completion of the module students should be able to: - Demonstrate a deep knowledge and understanding of the specific topics studied; - Employ relevant theoretical and analytical approaches to the reading of primary sources; - Demonstrate the ability to analyse primary source materials; - Discuss key topics in a critical and analytical way, and build a coherent argument, both orally and in written form; - Demonstrate the ability to work efficiently in collaboration with colleagues; - Demonstrate an ability to summarise and critically engage with scholarship on the area of study; - Identify and develop relevant topics for independent research and study, with the support of the tutor.
Skills
On successful completion of this module students should have demonstrated: - Interpretive and analytical skills through the study of postcoloniality and decoloniality in Portugal and Portuguese-speaking Africa; - Organisational skills through their use of non-contact time to effectively prepare for classes and assessment; - Oral and written communication skills through class discussion and presentations; - Independent study skills through identifying and using relevant secondary reading material; - The ability to formulate independent views and their effective expression and deployment in verbal and written form.
This module gives students the opportunity to engage with one of the so-called ‘classics’ of contemporary Hispanic literature. It is hoped that reading Roberto Bolaño’s novel 2666, which extends to almost 1000 pages, will prove a challenging yet rewarding experience for final year students. The course will require students to embark on a semester long endeavour to develop a comprehensive understanding of the novel and its complexities. Students will be required to compile an annotated bibliography, consisting of 6 journal articles or chapters, in preparation for writing an essay on a question that they will set, in consultation with the lecturer, on a topic of their choosing. At least two of the texts discussed in the annotated bibliography must be written in Spanish. This module is designed to introduce students to some of the skills they would need to undertake an independent research project.
Learning Outcomes
On successful completion of the course, student should:
• Be able to demonstrate detailed knowledge of the text 2666 and identify suitable evidence from the text to construct an argument on a given topic
• Understand the range of critical debates surrounding the text and use evidence from secondary literature to construct an argument
• Have an understanding of the various contexts to which the novel refers
• Have demonstrated the ability to read and understand works of fiction and academic criticism in Spanish.
Skills
On successful completion of the course, student should be able to:
• Conduct a simple literature search and be familiar with resources such as JSTOR, Project Muse and SciELO
• Select the most relevant sources from a wide selection available
• Summarise and evaluate secondary academic literature with particular attention to whether it is useful in addressing a particular question
• At an advanced level students should be able to point out problems or gaps in scholarly literature and analysis
• Begin to formulate research question(s) based on reading primary and secondary literature.
• Construct an argument based around a research question
• Use evidence from primary and secondary literature to construct an argument
• Be able to acknowledge differing opinions found in secondary sources
• Interpret a literary text recognising nuance and ambiguity
On this module students will examine the formation and reception of poetic voice across the Hispanic world, beginning in the Early modern period. The title is drawn from the Spanish description (‘muy versada,’) of an anonymous early seventeenth-century Peruvian poet, known only as ‘Clarinda’(1608). The poets we study, whether historical, anonymous, or even fictional, all question and redefine poetry's role (in both secular and sacred mode) within the early modern and contemporary Hispanic world. Students will survey striking examples of poetic representations of spiritual experience (Leonor de Ovando: Santo Domingo,1548-1612 & Luisa de Carvajal y Mendoza, Spain & England, 1566-1614), as well as narrative mythological poems. Closer to our own time, students will also consider the techniques of twentieth-century and contemporary writers to seize and subvert poetic traditions to find a voice for their own day.
Learning Outcomes
1. To establish a familiarity with a representative selection of poetic texts from Early modern Spain and Spanish America, to encourage sensitivity to the ways in which later poets and artists reproduce, rework, or contest these discourses and paradigms.
2. To examine critically the rich flowering of literature in Spain and Spanish America during the Early Modern period, through the study of a representative selection of literary texts by major and minor writers.
3. To consider the continued relevance of Early Modern literature and culture to later, and especially modern, cultural and intellectual concerns.
4. To promote students’ acquisition of generic skills in textual analysis as a means to support progression in Hispanic Studies at Level 3, and beyond.
Skills
By the end of this course students will be equipped to:
1. Analyse a representative selection of texts in Spanish, summarising their significance in the broader historical, literary and cultural context in which they were produced.
2. Appropriately use the necessary critical apparatus to make a discriminating response to a range of texts from Spain and Spanish America (demonstrating an appreciation of the interdependency of the centre and the periphery during this historical moment).
3. Apply and evaluate appropriate critical approaches to the material under analysis independently, and present the results orally / in writing.
4. Argue at length and in detail about a major aspect of this cultural epoch, supporting the argument with evidence from primary sources and with opinions from secondary literature.
Post A-level Spanish
ABB including A-level Spanish.
Note: for applicants who have not studied A-level Spanish then AS-level Spanish grade B would be acceptable in lieu of A-level Spanish.
Beginners Spanish
ABB + GCSE Spanish grade B or evidence of linguistic ability in another language.
Note: the Beginners' option is not available to those who have studied A-level or AS-level Spanish.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3 including Higher Level grade H3 in Spanish
International Baccalaureate Diploma
33 points overall, including 6(Spanish),5,5 at Higher Level
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirement is also met
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For last year's intake, applicants for this BA programme offering A-level/BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language). Performance in any AS or A-level examinations already completed would also have been taken into account and the Selector checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
Access courses, BTEC Extended Diplomas, Higher National Certificates, and Higher National Diplomas can be considered, provided the subject requirements for entry to Spanish are also fulfilled.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Candidates are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
According to Eimear Callaghan, Head of Experience & Industry Development at Tourism Northern Ireland, “Language students and language graduates are born communicators. They’re adaptable, flexible. They are people people which is increasingly important. There’s a real need to connect with people and to bring global teams along with you on different projects. An article from the World Economic Forum state the top ten skills for the work force of the future and the first one was communication skills. The next one was empathy and emotional intelligence. The third one was active listening. When I looked through those ten skills of the future, nine out of ten of those I had covered in my degree. Language might not be dictated in the job description, but whenever you get into the role, you bring so much value. Language students really have that edge.” https://www.youtube.com/live/BSeWzcAiLpo
Employment after the Course
Spanish graduates go on to work in a very wide range of sectors, including media and communications, finance, advertising, journalism, tourism, teaching and translation. They are particularly in demand in careers requiring a high level of communication and presentation skills, as well as strong critical and analytical thinking. 90% of students are in work or further study 6 months after graduation. International companies in which our past students are now employed include: PwC, Ernst and Young, Micro Focus Latin America, Santander, Jameson, Barclays, and Scotiabank. https://padlet.com/ael14/wi1aefw7780pp3wl
Employment Links
We regularly consult and develop links with a large number of employers including, for example, Santander and the British Council who provide sponsorship for our year abroad placements as well as Rolls Royce, PwC, and Moy Park / MARFRIG who are members of the employer liaison panel for the course. Placement Employers. Our past students have also gained work placement with organisations such as the British Council Assistantships Program, Santander Bank, and PwC Graduate Careers and Achievements Many of our former graduates have risen to the top of their fields and include many famous figures; for example:
Hilary Oliver, Managing Director, Cameo Productions
Carla Leonard, Business Performance Manager, Barclay
Nuala McKeever, Comedian
Niall Donnelly, Reporter, UTV
Alumni Success
Michael, a Spanish graduate, remarked: ‘Studying Spanish at QUB was a very rewarding experience for me personally and one that I would recommend to anyone considering it. The truth is that the 4 years passed in what seemed the blink of an eye, but it is clear to me that I really developed not just in terms of my language, but also my critical thinking, my ability to research independently and work as part of a team, my public speaking and many more valuable skills for entering into the world of employment. I am currently working at an educational technology start-up in Madrid where Spanish is the lingua franca. I know for a fact that being a native English speaker with a degree in Spanish from a renowned institution helped me to get my foot in the door here and I am putting into practice many of the skills I learned studying Spanish at Queen’s on a daily basis.’ https://padlet.com/ael14/ofrm6epdvk9l997
What employers say
"We are looking for graduates who can be our future leaders who demonstrate qualities of courage, judgement and breadth. Where do we find such qualities? Linguists or arts graduates."
Miles Cowdry, Director of Global Corporate Development, Rolls Royce PLC
Prizes and Awards
Certificates of Distinction in Spoken Spanish: A Certificate of Distinction in spoken Spanish is awarded to students whose performance is 1st class in their final year oral examinations.
Queen’s Foundation Scholarship: Awarded by the School for the best overall performance in Spanish at Level 1
The O’Rawe Prize for Academic Progress: This award recognises the achievements of the student at level 2 who has demonstrated the most significant academic improvement..
Xavier Giralt Prize: This prize, which is derived from funds bequeathed by the late Xavier Giralt, will be awarded each year to one or more Final Year candidates in Spanish language, whose exceptional academic performance merits recognition
The Samuel & Sarah Ferguson Travel Prize: Awarded by the School to the student with the highest overall mark across all modules in French, Spanish and/or Portuguese at Yr 2 and who will be undertaking a year abroad.
Bulletin of Spanish Studies William C. Atkinson Postgraduate Scholarship: This is awarded to the candidate with the highest marks at undergraduate level who has been accepted for Masters-level study in Spanish and/or Lusophone Studies at QUB.
Dr Henry Hutchinson-Stewart Literary Scholarships (Languages): The bequest was set up to fund medical and literary scholarships in the three Universities of Ireland. This is one of the oldest endowments dating back to 1883.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students have a compulsory year abroad in Year 3. Students who undertake a period of study or work abroad are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement.
A limited amount of funding may be available to contribute towards these additional costs, if the placement takes place through a government student mobility scheme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/applying.
When to Apply
UCAS will start processing applications for entry in autumn 2026 from early September 2025.
The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
