language acquisition — pathology

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Course Description consistent with University catalog.
This course investigates the various theories and processes of child language acquisition. Course content emphasizes normal acquisition, aspects of analysis of normal speech and language development, including the phonetic, semantic and syntactic elements.
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Speech â?? Language Pathology Program
Course Syllabus
SPLP 312 – Language Acquisition
Fall Semester 2017
Meeting Schedule:
Tuesday, Thursday: 5:30-9:20
Instructor: Eliza Thompson Ed.S, CCC-SLP
Email address: eliza.thompson@udc.edu
Office Location:
Office Hours:
Phone:
â?¢
Building 38, Room 38-102
Tuesdays, Thursdays 5:00pm-9:30pm and by
appointment
202-486-4292
Course Description consistent with University catalog.
This course investigates the various theories and processes of child language acquisition. Course
content emphasizes normal acquisition, aspects of analysis of normal speech and language
development, including the phonetic, semantic and syntactic elements.
PREREQUISITE COURSES:
Introduction to Linguistic Analysis
Introduction to Sociolinguistics
Consent of the Program
â?¢
Course Objectives and Student Learning Outcomes (SLOs):
This course focuses on the following areas:
â?¢
Understanding of terms used in communication sciences and disorders as they relate to language
acquisition.
â?¢
Understanding information on the biological bases required for achieving what is accepted as the
typical development of language.
â?¢
Understanding the theoretical bases of normal language development.
â?¢
Understanding research that reveals information on the development of typical language
functioning over time.
â?¢
Understanding the impact that culture has on developmental language practices.
Student Learning Outcomes:
â?¢
Describe the difference between speech, language, and communication and aspects of each.
â?¢
Explain the differences between the major theories of language development.
â?¢
Explain the broad cognitive, physical and social development changes in children from 0 to 5
years of age.
â?¢
Explain infant, preschool, and school-age language acquisition with an emphasis on form,
content, and use
â?¢
Describe bidialectalism and bilingualism, and explain the effects of each on the education and
socialization of children.
â?¢
Describe overlapping and linking skills in the areas of language and literacy.
Relevance to Institutional Mission
The University of the District of Columbia is an urban land-grant institution of higher education. It is a
comprehensive public institution offering quality, affordable postsecondary education to District of
Columbia residents at the associateâ??s, baccalaureate, and graduate levels. This course will prepare
students for immediate entry into the workforce, for the next level of education, for specialized
employment opportunities, and for lifelong learning.
â?¢
Course Requirements
Course Text:
Owens, R., Jr. (2012). Language development: An introduction (9th ed.). Boston: Pearson Education.
* Additional readings, videos, and other activities will be assigned throughout the semester. All
materials/activities must be read/completed prior to class. You will be responsible for these readings on
exams, quizzes and other assessments.
Overall Class Attendance/Participation: Regular attendance does not represent adequate participation.
Therefore, in-class activities/assignments will also be included to enhance lecture and understanding of
assigned readings. Some assignments will require preparation outside of class and others will require
discussion of opinions about readings. You must be present and actively participate on the day of the inclass assignments/activities to receive attendance/participation points. All assignments are due on the due
date at the beginning of class. No late assignments will be accepted. There are no exceptions.
Electronic Communication: You are required to have access to a computer with Internet browsing
capabilities and word processing software. These resources are important as you will need these to obtain
lecture notes, obtain and complete assignments, and access other course materials. If you do not have
access to these resources at home, you can use the various computer labs on campus. Students are
responsible for checking their e-mail and Blackboard every day.
Electronics, Classroom Etiquette, and Behavior:
Laptop computers, tablets, smartphones and other electronic learning aids are expected to be focused on
classroom materials during class. The use of electronic equipment for any other purpose is not permitted
in this class. Furthermore, you are not authorized to record any portions of this class without prior
permission from the instructor.
You are expected to listen attentively and actively engage in class discussions and activities. You are
expected to treat the instructor and all other participants in the course with courtesy and respect. Your
comments to others should be factual, constructive, and free from harassing statements. You are
encouraged to disagree with other students, but such disagreements need to be based upon facts and
documentation (rather than prejudice and personalities).
Behaviors that are abusive, disruptive, or harassing may result in disciplinary actions as specified by
department and university policy. If you cannot follow basic classroom etiquette and are a distraction to
the professor or fellow students, you will be asked to leave the classroom.
Incompletes: The University of the District of Columbia academic regulations regarding the grade of
incomplete can be reviewed on the University website. If permission is granted, it is the studentâ??s
responsibility to contact the instructor within one week of returning to campus to develop a timeline for
completing incomplete work. Incomplete grades are given when verifiable circumstances prevent the
student from completing all of the required course assignments and the student is passing the course at
mid-term.
Withdrawal: The Department of Languages and Communication Disorders and the Speech-Language
Pathology program adheres to the University policy on course withdrawals as written in the Student
Handbook available on the University website: â??A student may officially withdraw from a course or the
University up to five weeks prior to the beginning of the scheduled final examination period. A student
who fails to withdraw in the required manner will receive the grade of F (failure). A student may totally
withdraw from the University at any point up to the last day of classes during the semester enrolled.�
Concerns About The Course and/or Grade Appeals: â??Students who wish to appeal a grade for a course
must see the Program Director, Center Director or the Dean of the college or school in which the grade
was given.� Please refer to the District of Columbia Student Handbook.
Religious Holidays: The instructor will reasonably accommodate your religious observances,
practices, and beliefs. Students, upon prior notification of their instructors, shall be excused from
class or other scheduled academic activity to observe a religious holy day of their faith. It is your
responsibility to consult with me to determine what appropriate or alternative opportunity will be
provided for you to make up any work missed as a result of your absence.
IV.
Format and Procedures:
This class will include Independent Study and face-to-face discussions. You are encouraged to utilize the
listed office hours for further discussion with the instructor or do address course concerns. Please follow
all course and university procedures as outlined in this syllabus and on the UDC website.
V.
Student Resources
â?¢
â?¢
â?¢
VI.
Academic Support Center. â??Here you may have a trained English major or English professional proofread
your work. Visit Building 32, B-level.�
Blackboard. From http://udc.blackboard.com, you can review and complete assignments, view your grades,
send messages to your professor or your classmates, access course content, view/print syllabus, etc.
Student Manual and Academic Policies and Procedures Manual available on UDC website.
COURSE OUTLINE:
Week ofâ?¦
SLO(s)
Assigned Readings
Assessment
Course
Orientation
5/17/18
5/22/18
Attendance
Verification
Attendance
Verification (
On this Dayâ?¦
1&2
2, 3 & 5
Chapter 1
Topic Quiz 1
Resource Notebook
(CH1)
Chapter 2
Topic Quiz 2
Resource Notebook
(CH2)
Chapter 1- The
Territory
-Speech, Language
and Communication
-Properties of
Language
-Components of
Language
-Dialects
Chapter 2Describing
Language
-Linguistic Theory
-Language Research
and Analysis
-Issues in the Study
of Child Language
-Cross-Language
Attendance
Verification
Attendance
Verification (
1&2
2, 3 & 5
Chapter 1
Topic Quiz 1
Resource Notebook
(CH1)
Chapter 2
Topic Quiz 2
Resource Notebook
(CH2)
and Communication
-Properties of
Language
-Components of
Language
-Dialects
Chapter 2Describing
Language
-Linguistic Theory
-Language Research
and Analysis
-Issues in the Study
of Child Language
-Cross-Language
Studies
Topic Quiz â?? The
Territory (Chapter
1)
5/24/18
2&3
Chapter 3
Topic Quiz 3
Resource Notebook
(CH3)
Chapter 3 â??
Neurological Bases
of Speech and
Language
-Central Nervous
System
-Language
Processing
Topic Quiz â??
Describing
Language
(Chapter 2)
5/29/18
3
Chapter 4
Topic Quiz 4
Resource Notebook
(CH4)
Chapter 4 â??
Cognitive,
perceptual, & motor
bases of early
language and
speech
Topic Quiz Neurological Bases
of Speech and
Language
(Chapter 3)
Chapter 5 â?? The
Social and
Communicative
Bases of Early
Language and
Speech
5/31/18
Midterm
3&4
Chapter 5
Topic Quiz 5
Resource Notebook
(CH5)
Topic Quiz Cognitive,
perceptual, &
motor bases of
early language and
speech (Chapter 4)
(CH4)
Topic Quiz Neurological Bases
of Speech and
Language
(Chapter 3)
Chapter 5 â?? The
Social and
Communicative
Bases of Early
Language and
Speech
5/31/18
Midterm
3&4
Chapter 5
Topic Quiz 5
Resource Notebook
(CH5)
Topic Quiz Cognitive,
perceptual, &
motor bases of
early language and
speech (Chapter 4)
Midterm
Examination
Chapter 6 â??
Language-Learning
and Teaching
Processes and
Young Children
6/5/18
2, 3 & 4
Chapter 6
Topic Quiz 6
Resource Notebook
(CH6)
Topic Quiz – The
Social and
Communicative
Bases of Early
Language and
Speech (Chapter
5)
Chapter 7 â?? First
words and word
combinations in
toddler talk
6/7/18
3&4
Chapter 7
Topic Quiz 7
Resource Notebook
(CH7)
Topic Quiz Language-learning
and teaching
processes and
young children
(Chapter 6)
Chapter 8 â??
Preschool pragmatic
and semantic
development
6/12/18
4
Chapter 8
Topic Quiz 8
Resource Notebook
(CH8)
Topic Quiz – First
words and word
combinations in
toddler talk
(Chapter 7)
Chapter 9 â??
Preschool
(CH7)
Language-learning
and teaching
processes and
young children
(Chapter 6)
Chapter 8 â??
Preschool pragmatic
and semantic
development
6/12/18
4
Chapter 8
Topic Quiz 8
Resource Notebook
(CH8)
Topic Quiz – First
words and word
combinations in
toddler talk
(Chapter 7)
Chapter 9 â??
Preschool
development of
language form
6/14/18
6/19/18
4
6
Chapter 9
Chapter 11
Topic Quiz 9
Resource Notebook
(CH9)
Resource Notebook
(CH10)
Topic Quiz Preschool
pragmatic and
semantic
development
(Chapter 8)
Resource
Notebooks Due
Final Exam
NOTE
The schedule provided above is offered as a guideline. The instructor reserves the right to make
changes in topics and/or dates as necessary. Additional readings and resources may be assigned.
It may be adjusted depending on the pace and progress of the course. Every effort will be made
to announce any changes as soon as it becomes necessary to make adjustments.
VII.
COURSE GRADING SCALE:
90-100 = A
80-89 = B
70-79 = C
60-69 = D
< 60 = F VIII. COURSE EVALUATION: Examinations â?? 40% There will be two examinations over the course of the semester as indicated in the course outline. Exam # 1 is the midterm exam worth 50% of your examinations grade and Exam # 2 is a cumulative final examination worth 50% of your examinations grade. No make-ups will be scheduled with the exception of documented medical emergencies. Resource â?? 20% Students are to prepare a professionally and clinically helpful quick reference resource notebook of informational items/artifacts on language acquisition. Your notebook should be organized in chapters covering specific areas of language development as indicated in the course outline and your text. Each chapter should contain a summary of information and resources on that area of language development. This is your resource - so be creative and make it useful for you. You notebook must be well organized with an index and section headers. You may include the following, where appropriate: â?¢ Sequentially ordered description of language acquisition processes/stages/features for different age bands. â?¢ Normative data on language acquisition/development to include charts, tables, graphs, etc. â?¢ Important and informative articles on language acquisition. â?¢ Issues in interpreting language acquisition data with regards to linguistically and culturally different children. â?¢ Information and issues regarding distinguishing normal versus disorder language acquisition. â?¢ Web resources: professional organizations, parent-friendly sites presenting information of language acquisition, support groups, etc. Quizzes â?? 20% You will have random quizzes administered during class time. The date of each quiz will be announced during the previous class. Group Class Learning Activities â?? 20% VIII. Plagiarism and Academic Dishonesty Plagiarism is intentionally or knowingly presenting the work of another as oneâ??s own. Plagiarism occurs whenever: â?¢ One quotes another person's actual words or replicates all or part of anotherâ??s product without acknowledgment. This includes all information gleaned from any source, including the Internet. â?¢ One uses another person's ideas, opinions, work, data, or theories, even if they are completely paraphrased in one's own words without acknowledgment. â?¢ One uses facts, statistics, or other illustrative materials without acknowledgment. â?¢ One fails to acknowledge with a citation any close and/or extended paraphrasing of another. â?¢ One fails to use quotation marks when quoting directly from another, whether it is a few words, a sentence, or a paragraph. Typical examples: Submitting, as oneâ??s own, the work of another writer or commercial writing service; knowingly buying or otherwise acquiring and submitting, as oneâ??s own work, any research paper or other writing assignment; submitting, as oneâ??s own, work in which portions were produced by someone acting as tutor or editor; collaborating with others on papers or projects without authorization of the instructor. In addition to oral or written work, plagiarism may also involve using, without permission and/or acknowledgment, computer programs or files, research designs, ideas and images, charts and graphs, photographs, creative works, and other types of information that belong to another. Evidence of plagiarism will result in failure of the course. See the universityâ??s student handbook on academic dishonesty. IX. Statement Of Equal Opportunity The University of the District of Columbia is an Equal Opportunity Affirmative Action Institution The University prohibits discrimination or harassment against any person on the basis of the actual or perceived actual race, color, religion, national origin, sex, age, disability, sexual orientation, gender identity or expression, family responsibilities, matriculation, political affiliation, marital status, personal appearance, genetic information, familial status, source of income, status as a victim of an intra-family offense, place of residence or business, or status as a covered veteran, as provided for and to the extent required by District and Federal statutes and regulations. This policy covers all programs, services, policies, and procedures of the University, including admission to educational programs and employment. The University emphasizes the recruitment of minorities, women, disabled individuals, disabled veterans, Vietnam era veterans, and other eligible veterans. For further information regarding this policy statement or to file a complaint of discrimination or harassment, please contact: Equal Opportunity Officer University of the District of Columbia, 4200 Connecticut Avenue, N.W., Building 38, Room 301 Washington, DC 20008, (202) 274-5442. X. Disability Resource Center (DRC) Students with Disabilities: The Center for Urban Education and the Speech â?? Language Pathology Program is in compliance with the University of the District of Columbia policies for students with disabilities. Students with disabilities are encouraged to register with the Disability Resource Center (DRC) Building 44, (202) 274-6152 (Voice or TTY). Students who suspect that they have a disability, but do not have documentation are encouraged to contact DRC for advice on how to obtain an appropriate evaluation. A memorandum from DRC authorizing your accommodation is needed before any accommodation can be made and any such accommodation will not be retroactive. ... Purchase answer to see full attachment

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