Overview

In this module you will learn about speech and language disorders in monolingual as well as bilingual populations. You will have the opportunity to examine developmental conditions in children, such as children with Developmental Language Disorder, or autistic children, as well as various language domains, such as phonological, grammatical, semantic and pragmatic disorders. By examining acquired disorders in adults, such as adults with Aphasia, we look at neurolinguistics, i.e. the study of the breakdown of cognitive and linguistic abilities. We also explore issues related to language assessment and diagnosis in bilinguals.

Students in this module, depending on assessment topics, research question(s) and methodologies will have the opportunity to utilize the department labs, specialized software and resources, when carry out their assessments. This can include access to and the use of; dedicated lab facilities for experiments, a direct brain activity measurement (ERP) and eye tracking systems, a professional grade sound isolation booth and high-end recording equipment setup, high-level statistical modelling and analysis software, behavioural experiment software systems, acoustic and phonetic analysis software, clinically-recognised standardised psychometric and language tests and a wide range of concordance software and specialised corpora for many languages.

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

• Analyse and critically compare competing accounts and theories concerning atypical language acquisition and acquired language disorders in monolinguals and bilinguals to an advanced level.

• Critically evaluate relevant empirical studies in a sophisticated way.

• Evaluate and select relevant techniques used for research into language disorders and bilingualism for use them in their own research.

• Identify and critically evaluate the linguistic characteristics of each these types and give detailed explanations of how these findings relate to linguistic theory.