Module Catalogue 2024/25

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
SEL2086Introduction 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 ActivitiesLecture112:0022:00N/A
Guided Independent StudyAssessment preparation and completion144:0044:00N/A
Guided Independent StudyDirected research and reading164:0064:00N/A
Guided Independent StudySkills practice116:0016:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops111:0011:00N/A
Guided Independent StudyStudent-led group activity92:0018:00N/A
Guided Independent StudyIndependent study125:0025:00N/A
Total200:00
Jointly Taught With
Code Title
SEL8040Neurocognition 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 Examination1202A85N/A
Other Assessment
Description Semester When Set Percentage Comment
Practical/lab report2M15N/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 log2MN/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

Past Exam Papers

General Notes

N/A

Welcome to Newcastle University Module Catalogue

This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.

You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.

Disclaimer

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.