LG214-5-AU-CO:
Language Development throughout the Lifespan
2016/17
Linguistics
Colchester Campus
Autumn
Undergraduate: Level 5
Current
15
-
Requisites for this module
LG103 and LG115 and LG116
(none)
(none)
(none)
(none)
This module builds on the Introduction to Psycholinguistics. It will investigate how language knowledge, language processing and language use develops over the lifespan. We will look at how language develops through the first years of life, and how this development is different when the child acquires one or more than one language. We will look beyond the range in which language acquisition is usually studied (which is up to about 7 years) and also ask how a native language develops and is shaped in adolescence, before turning to second language development beyond childhood.
We will then look at forms of development where languages are not learned, but (to some degree) lost: what language problems are experienced in healthy aging, and how is language specifically affected by cognitive illnesses, such as dementia? Lastly, we will investigate what can happen to a native language once learned but is rarely used, because the speaker has left the country where it was spoken: a process known as first language attrition.
Aims:
This module aims to familiarise students with processes of language development and language change that may occur throughout the lifespan of an individual. It will give students insight into both monolingual and bilingual language development from infancy to puberty, and also into how and why some parts of language proficiency may be lost.
Learning Outcomes:
On successful completion of the module, the students will be able to:
i) describe some of the most common theoretical approaches to language learning
ii) describe the main experimental paradigms for the study of child language
iii) describe the stages and characteristics of monolingual and bilingual language acquisition,
iv) describe how healthy and pathological aging may affect language processing and language use
v) describe the main effects of language attrition
vi) present ideas in a structured, clear, coherent and cohesive fashion, using appropriate style, terminology, and referencing conventions, and demonstrating awareness of the needs and background of the target audience
No information available.
No information available.
No additional information available.
The course consists of 10 weekly 2-hour lectures. Students are expected to attend regularly, to participate in group work as required, and to contribute actively to class discussions. Students are expected to read the required materials in advance of a lecture.
Syllabus:
Week 1: The study of child language
Reading: Karmiloff, Kyra & Annette Karmiloff-Smith. Pathways to Language: From Fetus to Adolescent 2002. Chapter 2: Experimental paradigms for studying language acquisition. Harvard University Press.
Week 2: Infant first language development (0-2 years)
Reading: Karmiloff & Karmiloff-Smith, chapter 3 (Speech perception in and out of the womb) & chapter 4 (Learning about the meaning of words)
Week 3: Child language development (3 – 5 years)
Reading: Karmiloff & Karmiloff-Smith, Chapter 5 (Becoming a grammatical being)
Week 4: Simultaneous and sequential bilingualism
Reading: De Houwer, chapter 5 and 6
Week 5: Language development in late childhood and puberty
Reading: Eckert, Penelope. (1988). Adolescent social structure and the spread of linguistic change. Language in Society, 17(02), 183-207.
Week 6: Late second language acquisition
Reading: Lightbown and Spada, chapters 3 and 4
Week 7: Language and aging
Reading: Bialystok, Ellen Fergus I.M Craik, Raymond Klein and Mythili Viswanathan. 2004. Bilingualism, Aging and Cognitive Control: Evidence From the Simon Task. Psychology and Aging 19 (2), 290-303.
Burke, Deborah M and Meredith A. Shafto. 2004. Aging and Language Production. Current Directions in Psychological Science 13 (1), 21-24.
Week 8: Language and dementia
Reading: tbc
Week 9: First language attrition
Reading: Schmid, Monika S. 2013. First Language Attrition. WIRE's Cognitive Science 4 (2): 117-123.
Week 10: Wrap-Up
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Practical |
Quiz 1 |
|
5% |
Practical |
Quiz 2 |
|
5% |
Practical |
Quiz 3 |
|
5% |
Practical |
Quiz 4 |
|
5% |
Written Exam |
Essay |
13/01/2017 |
80% |
Exam |
Main exam: 120 minutes during Summer (Main Period)
|
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
Reassessment
Module supervisor and teaching staff
Prof Monika Schmid
Prof M. Schmid, Office: 4.206, Tel: 01206 872089, Email: mschmid@essex.ac.uk
Yes
No
No
No external examiner information available for this module.
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Linguistics
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