• Offered for Year: 2024/25

• Module Leader(s): Dr Emma Nguyen
• Co-Module Leader: Dr Rebecca Woods

• 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.

Aims

Language is an incredibly complex system of knowledge. Not only are there multiple levels of representation – of sounds and words and phrases and whole utterances - but within a given level, even simple forms can be derived from multiple interacting pieces of knowledge. Yet as speakers of any given language, we are often blissfully unaware of how much we need to know in order to be able to communicate through language.

Nonetheless, this is precisely the knowledge children must acquire. And their task is not simple. The patterns of knowledge can be difficult to discern from the available input and, to top it off, the data children learn from is often ambiguous and full of exceptions anyway. Yet despite all this, all typically-developing children learn their native language nearly effortlessly, generalizing from noisy input in very specific ways. The degree of proficiency attained by very young children in their native language is almost never achieved by adults who are far more cognitively developed. How is this possible?

In this class, we delve into the process of language acquisition, exploring the way in which infants and very young children unconsciously uncover the rich systematic knowledge of their native language. We focus on both experimental methods and computational studies that quantitatively investigate the "how" of language acquisition.

Outline Of Syllabus

This module will cover topics including, but not limited to, the following:
- Theoretical approaches to child language acquisition and development and the predictions generated from these approaches
- Computational and experimental methods for studying children’s language acquisition and knowledge
- Advance topics on linguistic developmental milestones and major empirical discoveries in the field of child language acquisition through the lens of particularly linguistic subfields.

Teaching Methods

Teaching Activities

Jointly Taught With

Teaching Rationale And Relationship

Lectures are used, primarily, to impart subject content and provide a continuous point of contact between the module teaching team and all students throughout the module. Lectures focus on growing students’ knowledge base in linguistics and introducing students to new methods and approaches to language study.

Small-group teaching sessions, also known as seminars, are used to consolidate students’ understanding of the lecture and reading materials and to develop students’ skills in making sense of linguistic data, understanding academic writing and framing language investigations.

Guided independent study is used for the preparation of seminar exercises as well as for the preparation and completion of assignments.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The midterm assignment will provide students with the opportunity to read, dissect, and present scientific research in a condensed format. Students will be able to thereby develop their presentation skills as well expand their knowledge of recent empirical studies in child language acquisition through the participation in group discusssion of the presentations.

The final assignment will probe students’ understanding of critical concepts learned throughout the semester, focusing on the development of research approaches and scientific reasoning.

Reading Lists

• SEL8695's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SEL8695's Timetable