Module description
Building on in-depth examinations of theoretical perspectives about children's development of a first language, this first year module will facilitate students' understandings of the nature of first language acquisition. The module will focus on where language comes from, the stages children pass through to read adult-like speech, as well as attempts to teach non-human animals to use language. Topics covered will include specific aspects of language (e.g., phonology, morphology, lexicon), the role of the 'input', the relation between cognition and language, neurological development, and learning to read. Focus will be primarily on informal learning situations such as home and playgrounds. However, there will be occasion to discuss more formal opportunities for learning.
Assessment details
Coursework 25% 750 word report
Coursework 75% 2,250 word essay
Educational aims & objectives
This module will provide students with insight into the theoretical discourses and relevant research associated with how children learn a first language. This will help students to gain important background information that will help them to take part in later modules in psycholinguistics and cognitive linguistics.
Specific aims of the module include:
- Introduction to theoretical perspectives on language learning/acquisition
- Presentation of key milestones in language development
- Presentation of information about neurological and psychological development as related to language development
- Providing access to research measures and findings relevant to current debates
In order to meet these aims, students will be asked to participate in learning activities including making judgments about mean length of utterance (MLU) as an indicator of language development; discussions of language as a uniquely human capability; how brain development corresponds to language development; engagement with how to read research articles in the field of language development (including writing a report about the reading of a research article). Skills acquired through these sessions will help students to be able to successfully write an essay about language development at the end of term.
Learning outcomes
Knowledge and understanding. The student will:
Understand both the importance of theory for learning about social science generally and the ways that theoretical understandings about language learning/acquisition have been constructed over the years Have an understanding of the ways that language develops over the course of childhood, including the importance of production and comprehension, lexicon/grammar/pragmatics, relation to environmental language, bilingual experience, among other things Appreciate the interaction between physical and brain development and psychological development as related to language development
Generic and transferable skills. The students will be able to:
Read and analyse research articles written in the field of language development as demonstrated through a report about a research article Critically examine arguments about topics related to language development Examine child language transcripts for various types of information, including MLU
Practical skills.
Students will plan, organise and write an essay using academic genre about a topic related to language development.