Overview

Topics may vary from year to year, but will be drawn from:
1. Introduction to language impairment and bilingualism
2. Investigating language development and impairment in bilingual populations
3. Language in bilingual individuals with Down syndrome /other genetic conditions 4. Language and autism
5. Dyslexia
6. Developmental Language Disorder 7. Acquired language disorders – Neurolinguistics

Topics may vary from year to year, but will be drawn from:
1. Introduction to language impairment and bilingualism
2. Investigating language development and impairment in bilingual populations
3. Language in bilingual individuals with Down syndrome
4. Language and autism
5.Developmental Language Disorder
6. Dyslexia
7. Acquired language disorders – Neurolinguistics

Assessment Strategy

-threshold -C: The answer must address the question. The answer must show a basic knowledge and understanding of the relevant key areas and principles of the foundational theories, constructs and methodologies of Linguistics. The answers shows only basic ability in the learning outcomes. The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data. The answer must show evidence of some background study.

-good -B: The answer must be focussed and structured. The answer must show a better-than-average standard of knowledge and understanding of the foundational theories, constructs and methodologies of Linguistics. The answer must show a better than average ability in all/most of the learning outcomes. The linguistic examples used in the answer may be based upon examples from the literature but must also include original examples. The answer must show evidence of background study with at least some from primary sources.

-excellent -A: The answer must be highly focused and well-structured, free from irrelevant material and errors of spelling and punctuation.The answer must show comprehensive knowledge and detailed understanding, and demonstrate the ability to apply concepts clearly, accurately and in depth.The answer must show advanced ability in all of the learning outcomes. The answer must show substantial evidence of original interpretation and critical thinking, and the ability to make new links between topics and/or a new approach to a problem. The answer must show evidence of extensive background study beyond basic texts and using primary sources.

Learning Outcomes

• Students will be able to critically evaluate relevant empirical studies in a sophisticated way.

• Students will be able to describe in detail, analyse and critically compare competing accounts and theories concerning atypical language acquisition and acquired language disorders in monolinguals and bilinguals to an advanced level.

• Students will be able to identify and critically evaluate the linguistic characteristics of each these types and give detailed explanations of how these findings relate to linguistic theory.

• Students will be able to identify and explain in detail the major types of speech and language impairments in monolinguals and bilinguals.

• Students will be able to present and discuss key facts, concepts, ideas and approaches relating to the study of language disorders in a sophisticated way.

• Students will understand the relevant techniques used for this domain of research, and demonstrate the ability to select the relevant ones for use them in their own research.