Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- The relationship between language and the mind, including the study of bilingualism, psycholinguistics and language acquisition;
- A good understanding of the main principles and theories in the field of first language acquisition and bilingualism;
- Understand the biological capacities that make language acquisition possible, as well as the role that social factors play in this process.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Collect, analyse and present empirical (linguistic) data;
- Formulate and defend personal judgements clearly and persuasively on the basis of evidence;
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Communicate effectively and confidently including being able to engage an audience in discussion and sustaining a long and complex piece of writing;
- Take notes and keep records; abstract and synthesise information, and organise the results appropriately
- Analyse data and to express results of that analysis cogently and concisely.
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Seminar | 12 |
Preparation for scheduled sessions | 70 |
Completion of assessment task | 26 |
Revision | 20 |
Lecture | 12 |
Wider reading or practice | 10 |
Total study time | 150 |
Resources & Reading list
Internet Resources
Journal Articles
Pearson, B. Z (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), pp. 399-410.
Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What is it, who has it, and how did it evolve?. Science, pp. 1569-1579.
Ritchie, W.C. & Bhatia, K.T (1999). Child language acquisition: introduction, foundations, and overview. Handbook of child language acquisition, pp. 3-32.
Senghas, A., & Coppola, M. (2001). Children creating language: How Nicaraguan sign language acquired a spatial grammar. Psychological Science, 12(4), pp. 323-328.
Textbooks
Retherford, K. S. (2007). Guide to analysis of language transcripts. Greenville, SC: Thinking Publications.
Stillwell Peccei, J (2006). Child language: a resource book for students. Routledge.
Guasti, M. T. (2002). Language Acquisition: The growth of grammar. MIT Press..
Harley, T. (2001). The psychology of language. Psychology Press.
Hoff, E. (2009). Language Development. Belmont, Ca: Wadsworth / Cengage Learning:.
Lust, B.C. and Foley, C. (2004). First Language Acquisition: The Essential Readings. Blackwell.
Pinker, S. (1999). Words and rules. Basic Books..
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
In-seminar assessments
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Research essay | 50% |
Data Analysis | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Research essay | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Research essay | 50% |
Data Analysis | 50% |
Repeat Information
Repeat type: Internal & External