LING10020 Language Acquisition and Language Disruption

Academic Year 2021/2022

This module introduces the areas of Linguistics that focus on two related aspects of Language study: Language Acquisition and Language Disorders. The first part of the module examines both first language acquisition from birth and second language acquisition by individuals who already have a complete first language. The second part introduces the area of Linguistics that concerns itself with the study of language disorders and language impairment. The overall objective is to see how the patterns of language breakdown shed light on the way language is acquired, is used and is represented in the mind/brain of the language user. This module forms part of the BA programme for Linguistics.

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Curricular information is subject to change

Learning Outcomes:

Identify the milestones in first language acquisition
Describe the mechanisms of first language acquisition
Distinguish between language disorders and language delay
Distinguish between language and other non-linguistic cognitive functions
Identify the differnt types of aphasia and their characteristic features
Analyse the role of non-linguistic cognitive factors in language disorders
Describe what parts of the brain may be affected in language impairment
Describe the features of language acquisition in atypical circumstances

Indicative Module Content:

Language Acquisition:
- Acquisition of Phonology
- Acquisition of Morphology
- Acquisition of lexical items
- Acquisition of Syntax
Cognitive impairment and language
Feral Children and language
Brain and Language loss

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

25

Autonomous Student Learning

47

Lectures

22

Tutorial

6

Total

100

Approaches to Teaching and Learning:
The module will comprise two lectures each week, and fortnightly tutorials.
Tutorials will begin straightaway. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: Essay of at least 1,000 words (no less) Week 7 n/a Graded No

30

Essay: Essay of at least 1,000 words (no less) Week 10 n/a Graded No

30

Examination: End of term exam answer 2 questions out of 4 2 hour End of Trimester Exam No Graded No

40


Carry forward of passed components
No
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will receive an analysis of the errors in their assignments

Some Selected Readings:

Akmajian, A. et al (1995) Linguistics: An Introduction to Language and Communication. 410/AKM
Fasold, R. and J. Connor-Linton (eds) (2006) An Introduction to Language and Linguistics. 410/FAS
Fromkin, V., R. Rodman & N. Hyams (2003) An Introduction to Language. 410/FRO
O’Grady, W. et al (2005) Contemporary Linguistics: an introduction. 410/OGR
Field, J. (2005) Language and the Mind. 401.9/FIE
Goodluck, H. (1991) Language Acquisition: A Linguistic Introduction. 401.93/GOO
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Asher, R. E. (ed) (1994) The Encyclopedia of Language and Linguistics. R410.3/ENC
Crystal, D. (1997) The Cambridge Encyclopedia of Language. R400/CAM
Kent, R. (ed) (2004) The MIT Encyclopedia of Communication Disorders. R157.5/KEN
Strazny, P. (ed) (2005) The Encyclopedia of Linguistics. R410.3/STR
-
Bloom, P. (2001) How Children Learn the Meaning of Words. 401.93/BLO
Harley, T. (2001) Psychology of Language. SLC 401.9/HAR
Hoff, E. (2005) Language Development. 401.93/HOF
Jackendoff, R. (1993) Patterns in the Mind: Language and Human Nature. 401.9/JAC
Pinker, S. (1994) The Language Instinct. 400/PIN
-
Bishop, D. (1997) Uncommon Understanding. 157.5/BIS (also SLC)
Bishop, D. and L. Leonard (2000) Speech and Language Impairments in Children: causes, characteristics, intervention and outcome. 157.5/BIS
Bishop, D. and K. Mogford (1993) Language Development in Exceptional Circumstances. 401.93/BIS
Gopnik, A., A Meltzoff and P. Kuhl (1999) How Babies Think: the science of childhood. 155.422/GOP
Leonard, L. (1998) Children with Specific Language Impairment. 157.5/LEO
Obler, L. & K. Gjerlow (1999) Language and the Brain. 401.9/OBL
Tartter, V. (1998) Language Processing in Atypical Populations. 401.9/TAR
Name Role
Ms Yulia Baturova Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
     
Lecture Offering 1 Week(s) - 3, 4, 5, 6, 8, 9, 10, 11, 12 Thurs 12:00 - 12:50
Lecture Offering 1 Week(s) - 3, 4, 5, 6, 8, 9, 10, 11, 12 Tues 11:00 - 11:50
Tutorial Offering 1 Week(s) - 3, 5, 8, 10, 12 Wed 12:00 - 12:50
Tutorial Offering 2 Week(s) - 3, 5, 8, 10, 12 Wed 13:00 - 13:50
Tutorial Offering 3 Week(s) - 3, 5, 8, 10, 12 Wed 10:00 - 10:50
Tutorial Offering 5 Week(s) - 3, 5, 8, 10, 12 Thurs 11:00 - 11:50
Tutorial Offering 6 Week(s) - 3, 5, 8, 10, 12 Thurs 13:00 - 13:50
Autumn