University of Essex

HS831-7-AU-CO:
Speech and Language Therapy - Paediatrics 1

The details

Year: 2023/24

Department: Health and Social Care (School of)

Campus: Colchester Campus

Term: Autumn

Level: Postgraduate: Level 7

Status: Current

Start date: Thursday 05 October 2023

End date: Friday 15 December 2023

Credits: 15

Last updated: 05 April 2023

Requisites for this module

Pre-requisites: (none)

Co-requisites: (none)

Pre and / or co-requisites: (none)

Prohibited modules: (none)

Key module (requisite for): (none)

Key module for

MSC B62024 Speech and Language Therapy (Pre-Registration)

Module description

This module runs in parallel with HS830 Foundations 1 and together with this module develops a basic understanding of communication development and the nature of speech and language processes.

It provides the linguistic knowledge and skills which will be developed throughout the programme and will constitute the foundation for the understanding of typical and atypical speech and language functioning, description and analysis. The module runs in parallel with both HS831 and with an associated paediatric clinical placement in school or nursery.

Module aims

Through this module the student develops a thorough understanding of the nature of human communication and of the speech and language development of a typically developing child.

They will also gain an understanding of linguistic science and methods of transcription, recording an analysis to enable them to carry out a linguistic analysis of child speech and language data.

Module learning outcomes

On successful completion of this module, the [learner] will be able to:

1. Have an understanding of the nature of human communication in its broadest sense including verbal, non-verbal and pragmatic aspects of communication.
2. Have knowledge of speech and language development in typically developing children.
3. Have an understanding of the nature and breadth of linguistic science including syntax, phonology, phonetics and pragmatics.
4. Be able to apply an understanding of linguistics to the characterisation and analysis of speech and language at all levels- semantic, syntactic, phonological, phonetic and pragmatic.
5. Relate theoretical knowledge gained through the module to observations of child development and their interactions with children on their practice placement

Module information

This module begins in Term 1 and compliments the HS830 Foundations 1 module in providing an introduction to the principles of speech & language structure, development and processing from a linguistic perspective. This is considered to be fundamental to the development of a deeper understanding of speech & language pathology which will result from continued study in later modules.

In this module the students are introduced to linguistic skills in the characterisation and analysis of speech and language which they will continue to develop and utilize throughout the programme.

Learning and teaching methods

Lectures, independent learning, placements, online, tutorials

Bibliography

Culpeper, J. (ed.) (2023) Introducing linguistics. London, England: Routledge. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=7145602.
Nair, V.K., Farah, W. and Cushing, I. (2023) ‘A Critical Analysis of Standardized Testing in Speech and Language Therapy’, Language, Speech, and Hearing Services in Schools, 54(3), pp. 781–793. Available at: https://doi.org/10.1044/2023_LSHSS-22-00141.
Park-Johnson, S. and Shin, S.J. (2020) Linguistics for Language Teachers. London: Taylor & Francis Ltd. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6145849.
Henner, J. and Robinson, O. (no date) ‘Unsettling Languages, Unruly Bodyminds: A Crip Linguistics Manifesto.’ Available at: https://doi.org/10.48516/jcscd_2023vol1iss1.4.
Wei, L. (2018) ‘Translanguaging as a Practical Theory of Language’, Applied Linguistics, 39(1), pp. 9–30. Available at: https://doi.org/10.1093/applin/amx039.
Snell, J. (2018) ‘Critical reflections on the role of the sociolinguist in UK language debates’, Language in Society, 47(3), pp. 368–374. Available at: https://doi.org/10.1017/S0047404518000313.
Bullock, B.E. and Toribio, A.J. (2009) The Cambridge handbook of linguistic code-switching. Cambridge, UK: Cambridge University Press. Available at: https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4439475740007346&institutionId=7346&customerId=7345.
Cushing, I. and Snell, J. (2023) ‘The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate’, Language in Society, 52(3), pp. 363–386. Available at: https://doi.org/10.1017/S0047404522000094.
Ashby, P. (2011) Understanding Phonetics. London: Hodder Education. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=398556.
Knight, R.-A. (2012) Phonetics: a coursebook. Cambridge: Cambridge University Press. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/379835.
Ball, M.J. et al. (2020) Phonetics for Speech Pathology. 3rd edn. London, UK: Equinox Publishing.
Ball, M.J. (ed.) (2021) Manual of Clinical Phonetics. London: Taylor & Francis Ltd. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/890289.
Roach, P. (2009) English phonetics and phonology: a practical course. 4th ed. Cambridge: Cambridge University Press.
Ladefoged, P. (2017) Elements of acoustic phonetics. Chicago, IL: University of Chicago Press. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/974943.
Johnson, K. (2012) Acoustic and auditory phonetics. 3rd ed. Malden, MA: Wiley-Blackwell. Available at: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=510031&site=eds-live&authtype=sso&custid=s9814295.
The speech chain: the physics and biology of spoken language. 2nd ed (1993). New York, N.Y.: W.H. Freeman. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4808157.
Singleton, N.C. and Shulman, B.B. (eds) (2020) Language development: foundations, processes, and clinical applications. Third edition. Burlington, Massachusetts: Jones & Bartlett Learning. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1852694.
Webb, W.G. and Love, R.J. (2017) Neurology for the speech-language pathologist. Sixth edition. St. Louis, Missouri: Elsevier. Available at: https://www.sciencedirect.com/science/book/9780323100274.
Levey, S. (2019) Introduction to Language Development. 2nd edn. San Diego, US: Plural Publishing. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1831950.
Ferrand, C.T. (2019) Speech science: an integrated approach to theory and clinical practice. Fourth edition. Upper Saddle River: Pearson.
Capone Singleton, N. and Shulman, B.B. (eds) (2020) Language Development: Foundations, Processes, and Clinical Applications. 3rd edn. Burlington, US: Jones & Bartlett Learning. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1852694.
Owens Jr., R.E. (2019) Language Development: An Introduction. 10th edn. Hoboken, US: Pearson Education, Inc. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5894758.

The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam	Description	Coursework weighting
Coursework	3000-Word Assignment	100%
Practical	Pre-clinical Education Placement (assessment booklet, skills workbook, reflections)
Written Exam	Linguistics Test
Written Exam	Phonetics Test

Exam format definitions

Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary, for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.

Your department will provide further guidance before your exams.

Overall assessment

Coursework	Exam
100%	0%

Reassessment

Coursework	Exam
100%	0%

Module supervisor and teaching staff

Supervisor: Dr Sara Garib-Penna, email: sgarib@essex.ac.uk.

Teaching staff: Wayne Wilson, Sally Austin, Julie Lowe & Natasha Sore

Contact details: hscsltadmin@essex.ac.uk - 01206 874496

Availability

Available to incoming Essex Abroad / Exchange students: No

Available to Outside Option: No

Available to Audit: No

External examiner

Name: Prof Gary Morgan

Institution: city university

Academic role: professor psychology

Resources

Teaching materials: Available via Moodle

Lecture recording: Of 226 hours, 131 (58%) hours available to students:
32 hours not recorded due to service coverage or fault;
63 hours not recorded due to opt-out by lecturer(s), module, or event type.

Further information

Department website: Health and Social Care (School of)

Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Module Directory

HS831-7-AU-CO:Speech and Language Therapy - Paediatrics 1