20 credits at level HE6
1. To develop a systematic understanding of theoretical approaches and models in relation to children’s language acquisition and the social context of children’s learning
2. To explore current issues and debates through an appraisal of recent empirical research in relation to children’s language acquisition and learning
3. To develop a critical understanding of research methods employed to examine children’s language acquisition and learning.
Semantic development: the development of the ability to represent meaning.
Development in morphology and syntax.
Social aspects of language development and the emergence of ‘communicative competence’
Theories of language development and the relationship between language and thought.
Applications of psychological approaches to practical problems: atypical language development and children with learning difficulties.
Theoretical approaches to teaching, learning and education
The characteristics of effective informal and formal teaching and learning, and the social construction of knowledge.
Peer tutoring and peer collaboration in the classroom.
Gender issues in classroom interaction and collaboration.
Classroom culture, relationships and learning
Introduction to child language development
This is a standard 14 week module consisting of 12 weeks of class contact, one study/revision week followed by an end of module time-limited assessment in week 14. The learning and teaching strategy is focussed on developing students’ independent learning and critical, analytical, evaluative skills. Delivery of the module will be by lectures (12 x 2 hr), seminars (9 x 1 hr) incorporating group discussion, student presentations and structured activities.
Learning outcomes 1 and 2 will be assessed in both the 2, 000 word coursework essay and in the time limited assessment (critical review) which, in combination, will test knowledge of theoretical approaches and current issues in the research literature over the two main topic areas. Learning outcomes 3 and 4 will be assessed in both the 2,000 word coursework essay and in the time limited assessment (critical review) which, in combination, will provide the opportunity to employ evaluative and synthetic skills over the two topic areas. Learning outcome 5 will be assessed in the time limited assessment which will require students to reflect on their experience of workshop laboratory activities (including an in-class exercise with data sets) in a critical review of a recent journal article.
Both forms of assessment (essay and time-limited assessment) are designed to develop independent learning and critical, analytical, evaluative skills in a supportive manner. The time-limited assessment will require students to identify a recent research paper and to provide: (1) a descriptive summary of the study (2) locate the journal article in current debates and evaluate the contribution of the article within the context of these debates, and (3) describe and examine the research methods used in the article and one further paper connected with language and learning. The research paper concerned should be brought into the session, and should then be attached to the student's submission.
Module time allocations are:
Class contact = 24 hours (lectures/ activities)
Time limited assessment = 3 hours
Private study = 163 hours (to include literature searching, reading and preparation for seminars, workshop laboratory sessions and module assessment)
TOTAL = 200 hours
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||demonstrate a clear breadth of knowledge of a range of theoretical approaches employed and explanatory models developed in relation to children’s language acquisition and the social context of children’s learning.||
conceptualise, differentiate and synthesize a range of theoretical approaches and explanatory models in relation to language acquisition and the social context of children’s learning.
|2.||demonstrate specific understanding of a number of current issues and debates addressed in recent research on language acquisition and the social context of children’s learning.||
provide a comprehensive and critical review of contemporary literature on issues of current debate in relation to language acquisition and the social
context of children’s learning.
|3.||engage in critically evaluative thinking in relation to current issues in language acquisition and the social context of children’s learning.||identify and analyse the differences, strengths and weaknesses between various theoretical approaches and research findings, and develop informed and evaluative arguments and judgements.|
|4.||engage in synthetic thinking.||
integrate and relate theoretical approaches and research findings in relation to a defined
question or issue.
|5.||demonstrate some familiarity with research methodology.||reflect on research methodology in evaluating research findings|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||2000 word essay||3 hour unseen examination|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Tomasello, M. (2003) Constructing a language. Cambridge, MA: Harvard.
Tomasello, M. and Bates, E. (eds) (2001) Language development: the essential readings. Oxford: Blackwell.
Gleason, J. Berko(2001) The development of language. (5th ed) Needham Heights, Mass: Allyn and Bacon.
Faulkner, D., Littleton, K. and Woodhead, M. (eds) (1998) Learning relationships in the classroom. London: Routledge.
Pinker,S. (1994) The language instinct : the new science of language and mind. London: Penguin.
Bukowski, W.M. et al (1996) The Company they Keep: Friendship in Childhood and Adolescence. Cambridge: Cambridge University Press.
Joiner, R., Faulkner, D., Littleton, K., Miell, D. and Thompson, L. (eds) (2000) Rethinking Collaborative Learning. London: Free Association Books.
Karmiloff, K. and Karmiloff-Smith, A. (2001) Pathways to Language: From fetus to adolescent. Harvard University Press: Harvard.
Littleton, K. and Light, P. (eds) (1999) Learning with computers: Analysing productive interaction. London: Routledge.
Olson, D.R. and Torrance, N. (eds) (1998) The Handbook of Education and Human Development. Oxford: Blackwell.
Schneider, BH (2000) Friends and Enemies: Peer Relations in Childhood. London: Arnold. (Out of print but available in library)
Wegerif, R. and Scrimshaw, P. (eds) (1997) Computers and talk in the primary classroom. Clevedon: Multilingual Matters.
Woodhead, M. Faulkner, D. and Littleton, K. (eds) (1998) Cultural Worlds of Early Childhood. London: Routledge.
Adams, F. D. (2001) Case Studies in Educational Psychology, London, Routledge.
Woolfolk, A. (2004) Educational Psychology (9th ed) Needham Heights, MA, Allyn and Bacon.
Emler, N. (2001): Self-Esteem: The Costs and Causes of Low Self-Worth; York, Joseph Rowntree Foundation.
Lawrence, D. (1996): Enhancing Self-Esteem in the Classroom; London, Paul Chapman.
Mruk, C. (1999): Self-Esteem: Research, Theory and Practice; London, Free Association Books.
Demetriou, A. & Shayer, M. (1992) Neo-Piagetian Theories of Cognitive Development; Routledge.
Durkin, K. (1995) Developmental Social Psychology (Chapter 11); Blackwells Publishing.
Moll, C. (1992) Vygotsky and Education; Cambridge UP.
|Host Subject Group:||Psychology and Life Sciences|
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