Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This module consists of three core components:
Clinical Linguistics: This part of the module explores the clinical applications of linguistics, exploring the aims and methods of speech and language samples, clinical analysis of language samples and linguistic profiling and interpretation for differential diagnosis.

Pragmatics, Conversation and Discourse: This part of the modules explores theoretical models and frameworks of and current approaches to the analysis of pragmatics, conversation and discourse. Regional, social, gender and age-related variation in language use are considered.

Multilingualism: This part of the module introduces unique features of, and theories around multilingual linguistic development over the lifespan. It introduces the sociolinguistic issues around managing individual multilingual cases and implications of multilingualism for assessment and intervention in speech and language therapy practice. There will be reflection on the relationship between language and culture. Practical issues and the wider legal responsibilities of speech and language therapy services in relation to multilingual clients will be considered.

Mapping in relation to HCPC Standards of Proficiency is found in additional data.

Outline Of Syllabus

The Clinical Linguistics component covers collecting and analysing language samples from children and adults, with consideration of lexical, syntactic and thematic analysis.

The Pragmatics, Conversation and Discourse component explores discourse processing, with consideration of coherence, cohesion, inference and Gricean pragmatics. The application of discourse and conversation analysis to clinical practice is introduced

The Multilingualism component covers multilingual populations and situations, multilingual language acquisition and maintenance, code-switching and its clinical implications, the practicalities and issues associated with working with languages and cultures other than British English and clinical management of multilingual clients including consideration of cultural competence.

In relation to the RCSLT curriculum guidance, the module covers aspects related to phonetics and linguistics (4.4.1) including general linguistics and clinical applications, psycholinguistics, conversation and discourse analyses, sociolinguistics and multilingualism.

Intended Knowledge Outcomes

Clinical Linguistics
To understand the role of language sampling and linguistic analysis in the assessment, diagnosis and monitoring of change in clinical populations.

Pragmatics, Discourse and Conversation
To describe how language is adapted to context and how features of the context are used to aid communication
To explain key principles which structure discourse and conversation
To define cohesion, coherence and different types of inference

Multilingualism
To define key terms and theoretical models related to multilingualism and speech language therapy
To describe sociolinguistic issues around managing multilingual cases
To explain assessment and intervention techniques unique to working with bilingual clients
To explain personal and legal responsibilities in SLT practice of working with bilingual clients

Intended Skill Outcomes

Clinical Linguistics
To select an appropriate clinical, linguistic analysis based on clinical aim and client profile
To complete a range of linguistic analysis to support description and diagnosis of clients

Pragmatics, Discourse and Conversation
To apply knowledge of how language is adapted to context and how features of the context are used to aid communication when analysing example clinical data
To describe the structure of discourse and conversation
To analyse discourse and conversation to support description and diagnosis of clients

Multilingualism
To analyse bilingual language and correctly differentiate between language disorder and language difference.
To recognise biases relating to sociolinguistic issues in themselves and others and address these appropriately and professionally.
To adapt to working with multilingual facilitators and interpreters when assessing and intervening with multilingual clients.

Teaching Rationale And Relationship

Lecture sessions are held jointly with MSc Language Pathology students. Workshops are for UG students only.

Interactive lectures (with interspersed practical activities) will introduce key concepts. Students will then have the opportunity to independently work through practical examples of clinical data in preparation for workshops in clinical linguistics and pragmatics.
For multilingualism, lectures will introduce key concepts and will include clinical examples. The multilingualism sessions are followed by a practical session in year 3 Clinical and Professional Education which prepares the students for their external clinical placements.

Assessment Rationale And Relationship

The two reports look at the clinical application of the students’ learning in each area.

The report on the application of analysis of pragmatics, discourse and/or conversation will require students to analyse and interpret clinical data in relation to theoretical frameworks, thinking about the implications for assessment and intervention.
The report on the clinical management of a multilingual client will require students to consider a clinical case and think about the considerations/implications for assessment and intervention.

Students need to pass both assessments (i.e. no compensation) as assessments capture different aspects of the RCSLT curriculum guidance and HCPC Standards.

The learning consolidated in the clinical linguistics component is assessed in Clinical & Professional Education modules across the programme and within SPE2054.

General Notes

In relation to HCPC Standards of Proficiency, module addresses aspects of the following standards (in some cases when combined with other modules):
5.0 be aware of the impact of culture, equality and diversity on practice
5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals
5.2 understand equality legislation and apply it to their practice
5.3 recognise the potential impact of their own values and personal biased (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity
5.5 recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups
5.6 actively challenge these barriers, supporting the implementation of change wherever possible
6.4 understand the need to ensure confidentiality is maintained in all situations in which service users rely on additional communication support (such as interpreters or translators)
7.3 understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics, intersectional experiences and cultural differences
7.5 modify their own means of communication to address the individual communication needs and preferences of service users and carers, and remove any barriers to communication where possible
7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter
7.7 be able to use information and communication technologies appropriate to their practice
12.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention taking account of the need to modify approaches in line with cultural, religious and linguistic needs
12.7 understand linguistics and phonetics, psycholinguistics, sociolinguistics and all levels of typical processing and the differences for individuals whose home language is not English
12.10 understand sociology in relation to the practice of speech and language therapy, including its application to educational, health and workplace settings and within multi-cultural contexts
12.13 understand the diversity of client's cultural background, including awareness of cultural groups, protected characteristics, and social class
13.3 be able to analyse and critically evaluate the information collected
13.13 be able to administer, record, score and interpret a range of published and self-generated assessment tools to describe and analyse service users’ abilities and needs using, where appropriate, phonetic transcription, linguistic analysis, instrumental analysis and psycholinguistic assessment
13.14 apply knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the identification, assessment and differential diagnosis of a range of communication and swallowing impairments
13.20 assess and plan interventions in the service user's home language with the assistance of professional interpreters, and with reference to professional clinical guidelines and evidence based practice