PL3ML-Multilingualism and Impairment Across the Lifespan

Module Provider: Clinical Language Sciences
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Prof Ludovica Serratrice

Email: l.serratrice@reading.ac.uk

Summary module description:
This module addresses child language development and outcomes in a bilingual setting as well as language impairment in bilingual or multilingual individuals, children and adults.

Aims:
This module examines multilingualism and impairment in children and adults. The first part of the module examines language acquisition in bilingual children addressing the critical period hypothesis, types of bilingualism, and factors that affect language development in bilingual children, such as the role of input and exposure, socio-economic status, the role of the first language and the role of literacy in one or both languages. The second part of the module examines language impairment in bilingual children and adults addressing developmental and acquired language disorders in individual case-studies or groups of individuals with affected linguistic performance. In terms of developmental language disorders we will concentrate on Specific Language Impairment and autism in bilingual children and the co-occurrence of language and communication disorders in different subgroups of children with SLI. With respect to acquired language disorders we will concentrate on bilingual aphasia. Research papers will be critically discussed in relation to theory, design, and material used. Workshop type sessions will enable students to work on the design of assessment material for research or clinical practice with bilingual children.

Assessable learning outcomes:
By the end of the module it is expected that students will be able to:
• Demonstrate knowledge of different types of bilingualism and factors that affect language development in bilingual children; demonstrate knowledge of the heterogeneity of developmental and acquired language disorders in bilingual and multilingual individuals
• Understand the role of internal and external factors in bilingual language acquisition;
•Understand the importance of diagnosis of language impairment in children with suspected SLI in both languages of the child; also, understand the different domains in each language of the bilingual child which can be affected by the impairment.
• Synthesise ideas and controversies in the field of bilingualism and language impairment.
• Engage in critical reflective thinking.
• Develop assessment material for research/clinical practice.

Additional outcomes:
Students will be able to make connections between theoretically driven ideas of child bilingualism and language impairment on one hand, and material development on the other.

Outline content:
This module consists of ten lectures on aspects of child and adult bilingualism and language impairment in multilinguals, ten hours of seminars involving critical engagement with research papers, and ten hours of workshops on developing assessment material.
Workshop type sessions will enable students to work on the design of assessment material for research or clinical practice with bilingual children. Seminars will consist mainly of:
1) oral presentations of research papers by students, and
2) discussion of a seminal paper in the field.

Brief description of teaching and learning methods:
Ten three-hour sessions once a week for 10 weeks, consisting of lectures, seminars, and workshops.

Contact hours:
  Autumn Spring Summer
Lectures 10
Seminars 10
Practicals classes and workshops 10
Guided independent study 170
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 50
Project output other than dissertation 50

Other information on summative assessment:
Students will submit a 1,500 word review of a research paper on acquired or developmental language disorders in bilingual or multilingual individuals in Week 11 of the Autumn term.


Project output:
Students will submit a 3,000 word essay in Week 1 of the Spring term.

Formative assessment methods:

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:
    40%

    Reassessment arrangements:
    Resubmission of coursework by September.

    Additional Costs (specified where applicable):
    1) Required text books:
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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