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Languages
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Applied Computational Linguistics (ACL) consists of three main parts. Computers, Computational Linguistics and
Languages. All students who study ACL have to spend a third of their time learning in each of these areas
While computer programming and computational linguistics are taught from the basics with lectures, such as,"Introduction
to Prolog", "Software Engineering 1" etc., students are expected to have a relatively high level in their chosen language. In order to maintain this high level throughout the course, ACL requires that a student gets at least a C3 in honours German, French or Spanisch in the Leaving Certificate. Students discover that their classmates are usually on the same language level as themselves when they enter ACL and therefore students are constantly trying to improve on this. There are around 10-15 students in each language class, so the atmosphere is very relaxed and it is possible to receive almost individual attention from the language lecturer as a result.
"Never" is such a horrible word but we have all had similar ideas about our capabilities as students. This was the opinion of one student who visited DCU on Open Day. But the fact of the matter is that we are special as Irish students! We have, perhaps, more of an advantage in learning new languages over other students of the world, as we have been doing so most of our lives. Both Irish and English have been taught side by side, throughout our entire school lives. This knowledge and ability will always stand to us. So you may think your Irish skills were not all that great but it doesn't matter. You have been taught to take on another language and keep your native language at the same time!
But the ACL degree is not for people who are already fluent in their chosen language. Where would the fun be in getting 100% all of the time? ACL is for people who want to improve on their language skills. We have already created the foundations in secondary school and now is the time to build on them.
This is the other end of the scale, where students think they know everything already. They know all there is to know about grammar, vocabulary and prononciation. The answer is exactly the same as above. It is simply not true. ACL helps to break language down into its most basic components. Components that perhaps some students never knew existed. What is language? Where does language come from? How far do we have to research its characteristics before we can answer these apparently simple question? Do we still know all there is to know about language? I didn't think so. These questions are beyond the scope of the Leaving Certicate and in the ACL degree, we get the chance to discover the answers.
Students are not expected to jump into the technical side of language immediately. Instead the first semester lectures in 1st year are organised so that students can develop their own personal learning strategies. This allows them to improve as learners and users of language. They are also expected to use multimedia equipment, such as, tape recorders, language tools on the computer and SALLU to expand their knowledge. This can be done by way of a diary, whereby students write accounts of their study life in German. This helps with their written work and makes them aware of how much time they spent on German and whether they need to improve on any particular aspect. One thing students might find different about secondary school, is the fact that they are expected to spend time learning of their own accord. Lecturers do not check up on you, like in school but doing this work is in your best interests.
There is more emphasis on oral and written work in the second semester. Students are expected to make a presentation on some aspect of german life in order to improve their research skills and cultural awareness. It is not unusual for ACL students to have lectures with students who do Applied Languages, International Business and Languages and International Marketing and Languages. This merge is a good way for ACL students to get to know new language students. After all, many of these students could be accompany you abroad on ERASMUS. The more people you know, the more fun you have!
Academic activities abroad plays an important role in the second year. At this stage, students only have one more year in DCU before jetting off to lands far away. This year in DCU is useful to learn how to acquire skills like, listening comprehension, reading comprehension. In third year, lectures may not be in English and it is important to be prepared. Usually classes are bigger abroad, where it is not as easy to ask questions. Note taking and listening, simultaneously, is an art that is better to have sooner rather than later. I am sure there are plenty of 4th year students who would agree with me.
At the end of the second year, students have to undertake a substantial project on a current theme in either Germany/France/Spain, for example, unemployment, environment, cinema etc.
There is the opportunity to take classes in translation studies in the second year. This module helps students to understand concepts such as "Interlingual", "Intercultural" and "Industrial" studies and applying them to translation. Students can improve their technical vocabulary and do their own research into the areas of translation, to understand exactly how to write a good translation. It is also a good idea for students who want to work abroad during ERASMUS, as people in translation are widely sought after.
Students should by now have spent two years in DCU, improving their language skills and preparing themselves to face the "real world" in either Germany/France/Spain. To learn more about this year abroad go here
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For more information on languages in general aswell as German, click on the following links:
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