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Modern Languages, Translation and Interpreting

Entry requirements

A level


To include French, German, or Spanish.

Access to HE Diploma


Access to Humanities Course.

We recognise the EPQ as an excellent indicator of success. If you are predicted a grade B or above in the EPQ, you will receive an offer with a one grade reduction, to include your EPQ with a grade B.

GCSE/National 4/National 5

GCSEs: English/Welsh Language Grade C

International Baccalaureate Diploma Programme


To include 4 at HL French, German, or Spanish.

B + BB at A-Level to include French, Spanish, German or Italian

UCAS Tariff


We've calculated how many Ucas points you'll need for this course.

About this course

Course option


Full-time | 2022


Classical studies

Our internationally recognised BA Modern Languages, Translation and Interpreting with a Year Abroad gives you the opportunity to study two languages including French, German, and Spanish, with a year spent in the countries where your languages are spoken. This four-year course offers intensive language tuition accompanied by specialist translation and interpreting modules taught by research experts. Both French and Spanish can be taken at either advanced or introductory level. Currently, German is only available at introductory level. Students considering this programme must have at least one A-level or equivalent in French or Spanish.

You will study concepts of translation and interpreting, translation theory, computer-assisted translation, terminology management, dialogue interpreting and interpreting for business, health or law, opening up exciting career opportunities all over the world. Our graduates have gone onto careers in translation and interpreting for education, business, media and public relations, as well as careers in politics, alongside humanitarian organisations and in public services. During the course of your studies, you will also have lectures from industry professionals covering translation project workflow, organisation, project management software, and job application procedures. Your third year will be spent abroad, studying at universities that offer excellent translation and interpreting programmes to further develop and refine your language and translation techniques and thus enhance your career prospects. You will gain excellent oral and writing skills and learn to present your ideas in a range of formats. You will also develop strong research and analytical skills and the ability to problem solve and make informed decisions.

Our programme includes various forms of assessment and we place great value on teamwork through seminars, tutorials, and group presentations, which encourage time-management and interpersonal skills that are highly valued in the employment market. We boast a Conference Interpreting Suite, computer labs are equipped with the latest versions of leading translation software tools, and a virtual learning environment incorporating mobile apps and online videos to further enhance your independent study. In addition to formal classes, you can develop your skills at weekly ‘language cafés’, which bring you together with exchange students who are native speakers of the languages you are studying.

Some 91% of our Languages, Translation and Interpreting graduates are employed or in further study within six months of graduating (Destination of Leavers from HE survey 2015) and 84% of our students achieved a 1st class or 2.1 honours degree in 2017/18.

This programme has a strong Welsh-medium provision and students who wish to pursue their studies in Welsh can apply for a scholarship through Coleg Cymraeg Cenedlaethol. Please visit our course page for more information:

*Please come along to our next Open Day or get in touch for further information.


You will study six modules each year to include compulsory and optional modules. Module selection options may change. See for details.

Assessment methods

Assessment of the Modern Languages, Translation and Interpreting programme is underpinned by Swansea University Assessment Policies and Swansea University's current Learning and Teaching strategy, i.e. 'ensuring all teaching and assessment is inclusive, accessible to all students and that inclusivity is embedded within programmes of study and learner support'. All students will be provided with detailed information regarding assessment and reassessment within module handbooks, programme handbook and College handbook on our Virtual Learning Platform, Canvas. Comprehensive assessment guidelines and marking criteria, including marking grids, for all assessments will be available via Canvas. The assessments are linked to the overall programme aims and to the learning outcomes for each module. A range of assessment methods will be used to assess knowledge, intellectual skills, practical skills and transferable skills across all levels. These include, but are not limited to short written work, essays, research reports, reflections, presentations, research proposals, portfolios, written and oral examinations. These multiple forms of assessment will be used to meet the diverse learning styles and previous educational experiences of students. Students will receive written feedback for all summative assessments followed by verbal clarification (individual/group) as required. In addition, students will receive feedback on formative assessment and class time will be set aside for exam preparation and feedback. The programme team will provide feedback within a three week period as per University policy and students will be encouraged to access and read their feedback. In addition, assessment submission and exam dates will be staggered allowing students to benefit from feedback in advance of the next submission. All students will have access to the College assessment timetable via Canvas. Assessment of the Study Abroad placement learning activity will be the responsibility of the partner university / British Council for EFL teaching placement / work placement or volunteering opportunity provider. The Year Abroad Coordinator team will work closely with external partners to obtain and identify any positive or negative feedback. The module convenor will work with the Disability Office and the programme director to ensure that individual needs are met. The College will make reasonable adjustments and/or develop alternative arrangements for assessment in conjunction with the student.

The Uni

Course location:

Singleton Park Campus


Languages, Translation and Media

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What students say

We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

Classical studies

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.


Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

Library resources
IT resources
Course specific equipment and facilities
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

UK students
International students
Male students
Female students
2:1 or above
First year drop out rate

Most popular A-Levels studied (and grade achieved)


After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Classical studies

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Sales, marketing and related associate professionals
Other elementary services occupations
Teaching and educational professionals

This is a category for graduates taking a wide range of courses that don’t fall neatly into a subject group, so be aware that the stats you see here may not be a very accurate guide to the outcomes for the specific course you’re interested in. Management, finance, marketing, education and jobs in the arts are some of the typical jobs for these graduates, but it's sensible to go on open days and talk to tutors about what you might expect from the course, and what previous graduates did.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

History and archaeology

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.







Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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