UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
First Language Acquisition
2.
School which will be responsible for management of the module
SECL
3.
Start date of the module
Autumn 2011, revised September 2014
4.
The number of students expected to take the module
40
5.
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
LL511
Level of the module
I/level
7.
The number of credits and ECTS value which the module represents
15 credits(7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring Term
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
This module will be an option for all students on the BA English Language & Linguistics
degree, and will be available as a wild module to students in the faculties of Humanities
and Social Sciences and to students on the Erasmus exchange programme.
11. The intended subject specific learning outcomes
By the end of the module, students will be able to:
1. demonstrate their understanding of core concepts in linguistic theory, the
fundamentals of empirical enquiry and be able to distinguish key theories that have
approached the logical problem of language acquisition.
2. recognise the milestones that characterise typical patterns of language acquisition
and be able to link these to standard measures of linguistic stages
3. evaluate the role of environmental, cognitive and linguistic factors in language
acquisition, and the relations between them.
4. develop lines of argument and make informed judgements, which support/contest
theories, on the basis of empirical evidence that they will have considered throughout
the course
5. learn how to assess the extent to which a child’s language is age- and stageappropriate
12. The intended generic learning outcomes
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UNIVERSITY OF KENT
By the end of the module students will be demonstrate:
1. written and spoken fluency developed through essays and group discussions
2. communicative development furthered by pair work (where each student might need
to defend a particular theory of language acquisition) presentations and general
contributions in lectures and seminars.
3. time management skills honed through weekly preparatory reading and informal data
analyses during the term
4. a refined capacity for critical thought and the ability to express these thoughts
accurately to others
13. A synopsis of the curriculum
This course will start by examining the topic of language acquisition, demarcating the
domains for linguistic inquiry. It will challenge everyday assumptions about the way in
which children acquire language and introduce key theoretical issues, always
assessing the validity of each theory on the basis of empirical evidence. The course will
examine the biological basis of language and its localisation and lateralisation, using
evidence from both typical and atypical populations. It will evaluate the role of input in
language acquisition and the extent to which this facilitates linguistic development. All
these issues will be set against an understanding of the normal stages of language
acquisition, essentially mapping out the linguistic milestones reached by typically
developing children to the age of four. An understanding of the interaction between the
components involved (phonology, morphology, semantics, rudimentary structure,
pragmatics) will provide the empirical backdrop to assess the efficacy of theoretical
models introduced. The course will end, having laid the foundations for students to
undertake a higher level of research in this area.
14. Indicative Reading List
Core:

Aitchison, J (2011). The Articulate Mammal. Unwin Hyman

Boysson-Bardies (2000) How Language Comes to Children. Bradford Books

Cattell, Ray (2007) Children’s Language: Consensus and Controversy. London:
Cassell.
Further:

Foster-Cohen, S (1999) An Introduction to Child Language Development. London,
New York: Addison Wesley Longman

Fromkin, V and Rodman, R. (1993) An Introduction to Language. Harcourt Brace
Jovanovich College Publishers.

Peccei, J. S (1999) Child Language. London: Routledge

Pinker, S. (1994) The Language Instinct. Penguin.
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
This module will be taught in two sessions, consisting of one hour long lecture and one
hour long workshop for ten weeks. The lecture will address key linguistic theories and
concepts (learning outcomes 11.1- 3), while the workshops will provide for practical
investigations of the topics introduced in the lectures (learning outcomes 11.4-5, 12. 14).
Total contact hours: 20
Total study hours: 150
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UNIVERSITY OF KENT
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework:
1.
In-class test (50 minutes):
40%
2.
Presentation (10 minutes):
20%
3.
Essay (1500):
40%
The in-class test and the essay will assess students’ knowledge and understanding of
the material as well as their ability to recognise practical issues that arise when
transcribing child data. (learning outcomes 11.1-5). The mark for the presentation will
reflect students’ ability to engage clearly and effectively in oral discussion and
argument (learning outcomes 11.5 and 12.1-4).
17. Implications for learning resources, including staff, library, IT and space
Large seminar rooms with computer facilities and large whiteboards are essential.
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 1
Canterbury.
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "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/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated July 2010
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