UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
1
The title of the module
Atypical Language
2
The Department which will be responsible for management of the module
School of European Culture and Language Studies, English Language and Linguistics
3
The Start Date of the Module
2009 – revised for September 2013
4
The number of students expected to take the module
15
5
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal
LZ524: Case Studies in Language Acquisition
6
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
H
7
The number of credits and ECTS value which the module represents
15 (7.5 ECTS)
8
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9
Prerequisite and co-requisite modules


Kent Students must have taken and passed LL519 Syntax One.
Erasmus Students must have completed and passed an intermediate level course in
generative grammar.
10
The programmes of study to which the module contributes
BA English Language and Linguistics
11
The intended subject specific learning outcomes
On completion of this course, students will have:
1
2
3
4
5
6
12
consolidated their knowledge of current key debates within linguistics/language acquisition
considered how different levels of representation affect each other, and how these can result
in heterogeneous profiles within the same ‘syndrome’.
understood the difference between atypical language development and atypical language
acquired once development is complete.
assessed the extent to which theoretical and empirical work on atypical linguistic development
inform each other about current debates in the field.
learnt to analyse transcripts from corpora from a variety of subjects with particular language
impairments, using this data to identify typical characteristics of these disorders.
understood the results of social, cognitive and linguistic tests against which subjects’
capabilities are measured (e.g. standardised vocabulary, verbal and non-verbal reasoning
test; experimental tests designed to tap into particular aspects of linguistic knowledge)
The intended generic learning outcomes
On completion of this course, students will be able to:
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
1
2
3
4
13
engage in critical reflection, verbal discussion and written analysis of various theoretical
approaches and empirical findings and to devise and sustain arguments relating to these
analyses.
make informed judgments about the appropriateness of different theoretical approaches to
language development and evaluate the efficacy of such approaches
undertake independent learning (exercising initiative and personal responsibility), use
secondary texts with critical discrimination, reflect critically on their own academic work and
present coherent arguments both during classroom discussion and in their written work
develop an ability to explain linguistic notions to interested yet non-specialist audiences.
A synopsis of the curriculum
During this course, students will focus on a core set of linguistic case studies, which will equip
students with the ability to:
1
2
3
4
5
assess the extent to which linguistic capacities interact with psychological ones
recognise the relevance of the distinction between developmental and acquired disorders
critically analyse evidence for/against linguistic principles being operative in child grammars
with regard to developmental disorders, distinguish between language delay and language
deviance
understand the results of social, cognitive and linguistic tests against which subjects’
capabilities are measured
Main themes will be picked from a variety of topics each year, from the following selection: Levels of
Representation; Interaction between ‘modules’; British Sign Language; Vocabulary and Syntax in the
Aphasias; Morpho-syntactic abilities in SLI, complex syntax in Williams Syndrome, Down Syndrome
and Autism, Linguistic savants; Pragmatic knowledge in these disorders; Bi-Lingualism.
14
Indicative Reading List:
Fodor, Jerry (1998) There and Back Again: A Review of Annette Karmiloff-Smith’s Beyond Modularity
in Fodor, Jerry (1998) In Critical Condition: Polemical Essays on Cognitive Science & the Philosophy
of Mind Cambridge, Mass: MIT Press.
Foster-Cohen,S. (2009) Language Acquisition Palgrave Advances in Linguistics.Palgrave Macmillan.
Guasti, M. (2004). Language Acquisition: the growth of grammar. Bradford Books.
Hoff, E & M Shatz (2009). Blackwell Handbook of Language Development: Wiley-Blackwell.
Karmiloff-Smith, A (1992) Beyond Modularity: A Developmental Perspective on Cognitive Science.
Cambridge, Mass: MIT Press
Marshark, M, Siple P, Lillo-Martin, D, Campbell, R & Everhart, V. (1997) Relations of Language and
Thought: The View from Sign Language and Deaf Children. Oxford: OUP.
Smith, Neil and Ianthi Tsimpli (1995) The Mind of a Savant: Language Learning and Modularity
London: Blackwell.
15
Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes
One 1-hour lecture and one 1-hour seminar per week = 20 total contact hours.
Total Study Hours: 150
During the lecture, the core theoretical texts of the module will be approached, presented and
discussed, helping students to achieve the following learning outcomes: to demonstrate good
knowledge of linguistic theory; to place the relevance of these against current empirical research.
Workshops will require students to listen perceptively and reflect critically on the topics under
discussion. These workshops will test learning outcomes 11:1-6 and 12:1-3
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
16
Assessment methods and how these relate to testing achievement of the intended learning
outcome
100% Coursework
Mini-Project or Long Essay
Presentation:
3000 words
20 minutes
80%
20%
The Mini-project/Long Essay will test achievement of learning outcomes 11.1, 11.2, 11.3, 11.4, 11.5,
11.6 and 12.1. and 12.2.
The Presentation will test learning outcomes 11.4, 12.1, 12.2, 12.3 and 12. 4
17
Implications for learning resources, including staff, library, IT and space
None
18
The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within this
module we will make reasonable adjustments wherever necessary, including additional or substitute
materials, teaching modes or assessment methods for students who have declared and discussed
their learning support needs. Arrangements for students with declared disabilities will be made on an
individual basis, in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19
Campus(es) where module will be delivered: Canterbury
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module proposals"
................................................................
..............................................
Director of Learning and Teaching
Date
b
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the
module and, where the module is proposed by departmental staff, will be responsible for its resourcing"
.................................................................
Head of Department
..............................................
Date