SEL3352 : Language development:Cross-disciplinary approaches (Inactive)
SEL3352 : Language development:Cross-disciplinary approaches (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Cristina Dye
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Code | Title |
---|---|
SEL2086 | Introduction to Child and Adult Language Acquisition |
Pre Requisite Comment
It is strongly recommended that students should have at least one of the following: A-level Psychology, university-level Psychology and/or Statistics, or permision from the module leader.
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
Students considering taking this module are strongly encouraged to take a module in Psychology or Statistics.
Aims
In this module we will consider different theoretical approaches to child language development, a range of methodologies employed in exploring children's linguistic knowledge, and various empirical discoveries. In addition to typical language development, the module also explores the development of language in children with neuro-developmental disorders such as Specific Language Impairment (SLI), Autism and Dyslexia.
A broader aim of this module is to provide students with knowledge and experience in scientific reasoning and scientific methods.
Outline Of Syllabus
Topics:
Theoretical approaches to child language development/acquisition
Psycholinguistic methodologies for studying children's language knowledge
Brain development
Discoveries in the acquisition of phonology, syntax, semantics
Language development in bilingual children
Language development in children with neuro-developmental disorders such as Specific Language Impairment (SLI), Dyslexia, Autism Spectrum Disorders.
Learning Outcomes
Intended Knowledge Outcomes
Theoretical approaches to child language
A range of empirical methodologies in the field
Key aspects of brain development
Empirical discoveries in the field
Issues in bilingual development
Issues in neuro-developmental disorders
Experimental design
Intended Skill Outcomes
1)To assimilate information from a variety of sources
2)Evaluate theoretical perspectives
3)Evaluate methodological approaches
4)Synthesize and critique a research article
5)Prepare and deliver a slide presentation
6)Develop scientific reasoning
7)Formulate research questions and hypotheses and consider how they may be put to empirical test
8)Team work
9)Meeting deadlines
10)Critical thinking skills
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | N/A |
Guided Independent Study | Assessment preparation and completion | 1 | 44:00 | 44:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 64:00 | 64:00 | N/A |
Guided Independent Study | Skills practice | 1 | 16:00 | 16:00 | N/A |
Scheduled Learning And Teaching Activities | Workshops | 11 | 1:00 | 11:00 | N/A |
Guided Independent Study | Student-led group activity | 9 | 2:00 | 18:00 | N/A |
Guided Independent Study | Independent study | 1 | 25:00 | 25:00 | N/A |
Total | 200:00 |
Jointly Taught With
Code | Title |
---|---|
SEL8040 | Neurocognition of language development |
Teaching Rationale And Relationship
The lectures are for exposition of the material; the seminars/workshops are for class discussions, and during part of the semester, also for student presentations and feedback
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
Description | Length | Semester | When Set | Percentage | Comment |
---|---|---|---|---|---|
Written Examination | 120 | 2 | A | 85 | N/A |
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Practical/lab report | 2 | M | 15 | N/A |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
Description | Semester | When Set | Comment |
---|---|---|---|
Reflective log | 2 | M | N/A |
Assessment Rationale And Relationship
The midterm assignment will provide students with the opportunity to read, dissect, critically evaluate, and present a piece of research; it will further help as preparation for the final examination.
The final written examination will probe students' understanding of critical concepts learned throughout the semester, focusing on the development of research approaches and scientific reasoning.
The reflective log will help students reflect on the material, their own engagement with the module, their academic/intellectual development, their developing interests and ideas for after uni, and provide them with continuous personalized feedback from the instructor
Regular active participation in lectures and especially seminars, posting on Discussion Board, participating in an ongoing experiment (if possible) will help students to more deeply engage with the materials covered as well as provide them with hands-on experience and practice in scientific reasoning.
*Practical/lab report 1: Alternative assessment (only with discussion and permission from module leader): 500-word evaluation of a research article (prepared as a group or, where appropriate and only with prior permission from the module leader, individually)
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SEL3352's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- SEL3352's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.