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:
- Understand the biological capacities that make language acquisition possible, as well as the role that social factors play in this process.
- A good understanding of the main principles and theories in the field of first language acquisition and bilingualism;
- The relationship between language and the mind, including the study of bilingualism, psycholinguistics and language acquisition;
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Analyse data and to express results of that analysis cogently and concisely.
- Take notes and keep records; abstract and synthesise information, and organise the results appropriately
- Communicate effectively and confidently including being able to engage an audience in discussion and sustaining a long and complex piece of writing;
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Formulate and defend personal judgements clearly and persuasively on the basis of evidence;
- Collect, analyse and present empirical (linguistic) data;
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Wider reading or practice | 10 |
Lecture | 12 |
Preparation for scheduled sessions | 70 |
Completion of assessment task | 26 |
Seminar | 12 |
Revision | 20 |
Total study time | 150 |
Resources & Reading list
Internet Resources
Journal Articles
Senghas, A., & Coppola, M. (2001). Children creating language: How Nicaraguan sign language acquired a spatial grammar. Psychological Science, 12(4), pp. 323-328.
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.
Pearson, B. Z (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), pp. 399-410.
Ritchie, W.C. & Bhatia, K.T (1999). Child language acquisition: introduction, foundations, and overview. Handbook of child language acquisition, pp. 3-32.
Textbooks
Guasti, M. T. (2002). Language Acquisition: The growth of grammar. MIT Press..
Lust, B.C. and Foley, C. (2004). First Language Acquisition: The Essential Readings. Blackwell.
Pinker, S. (1999). Words and rules. Basic Books..
Stillwell Peccei, J (2006). Child language: a resource book for students. Routledge.
Hoff, E. (2009). Language Development. Belmont, Ca: Wadsworth / Cengage Learning:.
Harley, T. (2001). The psychology of language. Psychology Press.
Retherford, K. S. (2007). Guide to analysis of language transcripts. Greenville, SC: Thinking Publications.
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 |
---|---|
Data Analysis | 50% |
Research essay | 50% |
Repeat Information
Repeat type: Internal & External