SEL2235 : CHiLD: Current Hypotheses in Language Development
- 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.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
Language is an incredibly complex system of knowledge. Not only are there multiple levels of representation - sounds and words and phrases and whole utterances and meanings - 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 with language.
One of the most striking things about language is that all typically-developing children learn their native language flawlessly, especially when compared to adults trying to accomplish the same task. This is true despite adults' superior cognitive skills. Children of the world seem somehow suited for language acquisition in a way that adult humans - and other animals - are not.
In this module, we survey the broad topic of language acquisition, focusing not only on children's developmental trajectory, but also on what knowledge of language is, how language acquisition relates to cognition in general, and acquisition of language by speakers with sensory or cognitive deficits.
Outline Of Syllabus
This module will cover topics including, but not limited to, the following:
- Theoretical approaches to child language acquisition and development
- Methods for studying children’s language acquisition and knowledge
- Linguistic developmental milestones and major empirical discoveries in the field of child language acquisition
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 2 | 35:00 | 70:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 37:00 | 37:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | N/A |
| Guided Independent Study | Independent study | 1 | 60:00 | 60:00 | N/A |
| Total | 200:00 |
Jointly Taught With
| Code | Title |
|---|---|
| SEL8696 | ToDLR: Topics on Developmental Linguistics Research |
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
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 60 | 1 | M | 60 | In-person exam to objectively test student understanding of foundational notions and emipirical discoveries in Child Language Acquisition. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | A | 40 | Abstracts written exercise: Students will write two conference-level abstracts distilling two linguistic studies reporting on child language acquisition. 1000 words or equivalent |
Assessment Rationale And Relationship
The midterm assignment will measure students' understanding of foundational concepts and empirical discoveries presented during the first half of the module. Students will thus be able to demonstrate knowledge and understanding of the theories, sources, and interpretations of human language acquisition behavior at the individual level.
The final 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 writing skills as well expand their knowledge of recent empirical studies in child language acquisition.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SEL2235's Timetable