LS3DCL: Child Language Development

Module code: LS3DCL

Module provider: English Language and Applied Linguistics; School of Humanities

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Dr Fraibet Aveledo, email: f.aveledo@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE LS1SG AND TAKE LS1ELS (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: na

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module critically examines the main theories of language development and the developmental stages of language components: phonology, lexicon, morphosyntax and pragmatic. It also equips students with research tools and techniques used in the field to collect, encode and analyse child language data. This module is distinctive in that students will learn to use a computer program for child data analysis to develop their own research project investigating a problem on child language development.   

The module is useful for those interested in careers involving research in psycholinguistic and neuroscience fields, teaching languages, speech and language therapy, and analyses of language impairments. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. demonstrate a high level of understanding of the theories of language development; 
2. identify and describe the main stages of early language development in the phonology, lexicon, morphosyntax and pragmatic of English; 
3. analyse lexicon and morphosyntactic features in transcripts through a set of computational resources; 
4. describe and critically evaluate the patterns of child language development based upon transcript evidence. 

Module content

The module focuses on:

• a) the phases of early development of lexicon, morphology, syntax and pragmatic;
• b) the main characteristics of the language development in school years;
• c) language and the brain;
• d) atypical language development;
• e)  bilingualism first language development;
• f)  CLAN transcripts;
• g) using CLAN program for analysis of language development;
• h)  hands-on practice in the transcription and analysis of child data.

Structure

Teaching and learning methods

Lectures, seminars, lab practical sessions.

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs