Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

(1) LINGUISTICS (a) analysing language structure (syntax), (b) analysing linguistic meaning (semantics), and (c) understanding how meaning is mapped onto structure. Syntactic framework is based on the Cambridge Grammar of English, and this forms the basis of grammatical analysis which is used to analyse clinical data in stage 2. Dialectical variation is also covered.

(2) PSYCHOLINGUISTICS (a) the organisation of the lexicon, (b) storage and processing of morphologically complex forms, (c) models of language production, (d) theories of sentence comprehension.

(3) Lectures on BILINGUALISM will (a) introduce unique aspects of bilingual linguistic development, (b) introduce the sociolinguistic issues around managing individual bilingual cases, (c) introduce the methods of assessing and intervening with bilingual speakers, (d) introduce personal cultural competence and wider legal responsibilities of speech and language therapy services regarding multilingual clients

(4) Lectures on CLINICAL LINGUISTICS (a) a survey of selected clinical linguistic analyses (b) explore social factors that pose challenges to these analyses, (c) explore the uses of linguistic analysis via practical workshops.

(5) Lectures on DISCOURSE/PRAGMATICS (a) an understanding of pragmatics and language in context, (b) understanding of linguistic devices with a discourse function, (c) understanding of cognitive processes involved in interpreting discourse.


HCPC Standards of Proficiency (NB abridged to fit word count):

5. recognise the impact of culture, equality and diversity.
5.1 respond appropriately to 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 biases on practice.
5.5 recognise the characteristics and consequences of barriers to inclusion
5.6 actively challenge these barriers, supporting the implementation of change wherever possible
6.4 understand the need to ensure confidentiality where additional communication support (such as interpreters or translators) is required
7.3 understand the characteristics and consequences of verbal and non-verbal communication regarding protected characteristics etc
7.5 modify communication to address the individual communication needs
7.6 understand the need to support the communication needs of service users and carers
7.7 use information, communication and digital 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 analyse and critically evaluate the information collected
13.13 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 etc. to identification, assessment and differential diagnosis of a range of communication and swallowing impairment
13.20 assess and plan interventions in the service user's home language with the assistance of professional interpreters

Outline Of Syllabus

The LINGUISTIC component covers the following topics:

Semester 1:
- Introduction to Linguistic Theory; sub-branches of linguistics. Different levels of representation; proposition> sentence> utterance
- Words; how to identify word classes
- Lexical representation; Lexical relationships, eg hyponymy, synonymy. Lexical errors & implications for the lexicon
- Morphemes; Identifying derivational & inflectional morphemes. Phenomenon of agreement
- Morphological representation & processing; Ullman’s dual route model & its implication for inflection. Storage of derived forms (eg whole-entry versus compositional)
- Phrases; How to identify syntactic phrases
- Syntactic functions; Covering all functions in the Cambridge Grammar of English/grammatical analysis framework. Phenomenon of case-marking
- ‘Verbs in the driving seat’; Standard theories of argument structure
- Complementation versus modification; Discussing the difference between complementation & modification, & the different types of modifying phrases (adverbials + relative clauses)
- The Garrett Model of sentence production
- ‘Verbs in the passenger seat’. Looking at sentences where structure is not determined by verb lemma, & its implications for syntactic theory. This leads into a discussion of construction grammar

Semester 2:
- Semantics of time. Tense & grammatical aspect
- Syntax of time; Syntactic expression of tense & grammatical aspect
- Hierarchical structure; An introduction to syntactic trees, & why they are (maybe) a useful formulism
- Types of dependent clause, e.g. Adverbial clauses, clauses in Subject, Complement & Postmodifier position.
- Modality, Mood & voice
- Sentence comprehension; Discussion of the garden path model, constraint-based models, the goodenough model, how syntactic and discourse factors influence processing complexity.
- Dealing with with formulaicity; a discussion of formulaic/idiomatic language, & where it fits into linguistic models
- Linguistics in the clinic; using linguistic theory to diagnose & treat language disorders

The DISCOURSE/PRAGMATICS component covers the following topics
- Meaning in context
- Cohesion and coherence
- Discourse processing
- Speech acts and intentional communication
- Discourse and exchanges
- Inference, Gricean pragmatics and Relevance Theory

The CLINICAL LINGUISTICS component, introduces the students to:
- Collecting speech/language samples from children and adults
- Issues around analysis of speech, including sociolinguistic aspects.
- Analysis of sentence semantics
- Lexical analysis
- Grammatical analysis

The BILINGUALISM Component covers:
- Bilingual populations
- Bilingual language acquisition
- Code-switching
- Working with languages other than English
-English as Additional Language Experience
There is a follow up workshop on clinical management of bilingual clients during Induction to year 2.

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

LINGUISTICS
Demonstrate an awareness of main grammatical constituents of English;
Describe Clause, phrase and word structure in English
Understand grammatical “rules”, e.g. rules of question formation
Understand main concepts and components of semantics

DISCOURSE/PRAGMATICS
To understand which communication phenomena are studied under the heading of pragmatics.
To understand how language is adapted to context and how features of the context are used to aid communication through language
To understand key principles underlying linguistic inference
To understand the key principles which structure discourse.

CLINICAL LINGUISTICS
To become familiar with the range of clinical linguistic analyses available;
Appreciate the linguistic diversity of Britain

BILINGUALISM
To be able to define key terms such as bilingualism, EAL, and code-switching
To be able to describe sociolinguistic issues around bilingualism
To be able to explain assessment and intervention techniques unique to working with bilingual clients
To be able to explain personal and legal responsibilities in SLT practice of working with bilingual clients

Intended Skill Outcomes

LINGUISTICS
- describe the main grammatical constituents of English
- analyse English sentences in terms of their clause, phrase and word structure
- identify which grammatical rules have been broken in ungrammatical sentences
- identify tense aspect and voice in a range of sentences
- analyse meaning at word and sentence levels.
- demonstrate understanding of widely used semantic concepts such as sense relationships, and thematic roles
- Label thematic roles

DISCOURSE/PRAGMATICS
To identify implicit meaning, and distinguish it from explicit meaning
To identify speech acts, and distinguish between direct and indirect speech acts
To distinguish between conventional and conversational implicatures
To describe how implicatures are arrived at
To describe the structure of conversational discourse
To analyse structures with a specific discourse function

CLINICAL LINGUISTICS
To be able to judge when an analysis of language would be useful in evaluating a client with communication impairment
To be able to select an appropriate clinical analysis based on a sample of a client’s linguistic behaviour and carry it out

BILINGUALISM
To be able to analyse bilingual language and correctly differentiate between language disorder and language difference.
To be able to recognise biases relating to sociolinguistic issues in themselves and others and address these appropriately and professionally.
To be able to adapt to working with bilingual facilitators and interpreters when assessing and managing any bilingual clients.
To be able to articulate responsibilities of an SLT and SLT services towards bilingual clients

Teaching Rationale And Relationship

Knowledge outcomes are addressed through lectures to introduce concepts, plus guided reading to allow students to follow these up in more depth.

Skills outcomes are assessed through seminars (Linguistics and Semantics) and class exercises (pragmatics)

Assessment Rationale And Relationship

Linguistic exam; assesses skills outcomes in linguistic analysis.

Bilingualism/ discourse & pragmatic essay: essay assesses knowledge outcomes and also skills outcomes around client management (involves a hypothetical clinical case).

General Notes

Full HCPC Standard of Proficiency SPE8155 meets:
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