LX125 - January 2003
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Module Description
Title
Issues in Language Acquisition and Development
Code
LX125
Level
One
Credit rating
(points)
Prerequisites
10
Type of module
Standard single
Aims
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Learning outcome/objectives
By the end of the module the students should be able to:
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Content
(for contact time and non-contact time)
to develop students’ understanding of the major conceptual frameworks
currently used to explain the process of language acquisition and
development
to develop students’ understanding of the basic concepts used to describe
cognitive aspects of language development, use and impairment
to develop students’ understanding of the basic concepts used to account
for language socialisation in childhood
to develop students’ ability to research a question from critical and wideranging reading and to synthesise that knowledge coherently in a written
essay
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undertake personal library research to investigate an issue concerning an
aspect of language acquisition or language development from a variety of
sources
present that investigation logically and coherently, drawing rational and
insightful conclusions from what has been read, and in particular:
show ability to synthesise knowledge from different sources
show awareness of different positions informing debates in this area and
some ability to make critical evaluations of different positions
show understanding of the evidence used to support them
write an effective essay observing standard conventions of academic
English, including accurate referencing, spelling, grammar and
punctuation.
Overview of explanations for language acquisition
The role of input and interaction
Language and socialisation
The innateness hypothesis and universal grammar
Animal language
The critical period hypothesis
Language and cognitive development
Language development and disability
Language impairment
Pidgins and creoles
Bilingualism
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Teaching and learning strategies
Plenary sessions will combine lectures with work in small groups based on
distributed reading tasks. Some video materials will also be used. Small
group or individual tutorials will support the planning stages of essay
writing for the final assessment
Learning support
(include full details of up to 8 titles)
Aitchison, J. (1989) The Articulate Mammal. London, Routledge
nd
Baker, Colin (1993 and 2 edition, 1996) Foundations of bilingual education and
bilingualism. Clevedon, Multilingual Matters.
Bialystok, E. (1991)(ed.) Language Processing in Bilingual Children. Cambridge,
CUP.
Bruner, J. (1988) Child’s Talk. Oxford, OUP.
Cook, V. & Newson, M. (1996) Chomsky’s Universal Grammar. Oxford,
Blackwell.
Cook, V. (1997) Inside Language. London, Arnold.
Fletcher, P. & MacWhinney, B. (eds.)(1995) The Handbook of Child Language.
Oxford, Blackwell.
Foster, S.H. (1990) The Communicative Competence of Young Children. London,
Longman.
Harris, M. (1992) Language Experience and Early Language Development. Hove,
Lawrence Erlbaum.
O’Grady, W., Dobrovolsky, M. & Katamba, F. (1987) Contemporary Linguistics.
London, Longman: chaps. 10, 12 and 16.
Piaget, J. (1959) The Language and Thought of the Child. London, Routledge.
Pinker, S. (1994) The Language Instinct. London, Penguin
Assessment task
1 x 2,000 word Essay
Assessment criteria
1. The essay addresses the question chosen. (LO2)
2. The essay shows evidence of effective desk research, i.e. synthesis of
knowledge from a variety of relevant sources. (LO1)
3. A clear grasp of the relevant concepts and an ability to use them in the
essay. (LO2, LO3)
4. Clear and coherent argumentation (LO2)
5. Rational and insightful conclusions, drawn from the discussion, in answer
to the question chosen. (LO2, LO4, LO5)
6. Awareness of different explanations and theoretical perspectives, and
some attempt to evaluate these perspectives critically. (LO4, LO5
7. Good presentation, referencing, spelling, grammar and punctuation.
(LO6)
Brief description of module content
and/or aims for publicity
This module provides an introduction to the key concepts and theoretical
frameworks which provide accounts of language acquisition and
development, and focuses on the task of presenting coherent syntheses of
current debates and critical argumentation in the form of a written essay.
Language and Linguistics
Area examination board to which
module relates
Module team/authors/co-ordinator
Elspeth Broady
Semester offered
Two
Timetable slot(s)
Thursday 1.30 - 4.30
Site where delivered
Falmer
Date of first approval
May 2002
Date of last revision
May 2002
Date of approval of this version
January 2003
LX125 - January 2003
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Version number
Two
Replacement for previous module
N/a
Field for which module is
acceptable and status in that field
BA (Hons) English Language Studies with English Literature (Native English
Speakers) - compulsory
Course(s) which module is
acceptable and status in course
BA (Hons) English Language Studies with English Literature (Native English
Speakers) - compulsory
Departmental home
School of Languages
External examiner(s)
Derek Lewis