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This course focuses on linguistics, language acquisition and phonetics, tailored for students working with clinical populations. The aim is to give students sufficient knowledge of speech and language, and their analyses, to understand the nature of both typical and atypical processes in this and future courses and professional practice. Students examine the structure of the English language, and developmental sequences, theoretical perspectives and influencing factors in language development in children. Students will record and transcribe a language sample, analyse, and draw conclusions about the child's developmental level. In conjunction, students will examine the physical characteristics of speech sounds and learn to transcribe speech, with an emphasis on phonemic transcription in typically developing children and healthy adults. While the primary focus of the course is on English, students' will develop an understanding of how speech and language differs across languages and how the analyses learnt can be applied to any language, with a specific focus on te reo Maori.
Intended Hua Akoranga/Learning OutcomesIntended learning outcomes represent what you should know and/or be able to do as a result of active engagement in the learning process. Below is a table that represents the intended learning outcomes of this course, along with the associated learning method and assessment task.Upon passing this course, I will:1. Recall how consonants and vowels are produced in English, and demonstrate competence in phonemic (and phonetic, where appropriate) transcription of speech in children and adults.2. Recognise the acoustic properties of speech sounds and demonstrate basic competence in their analyses (i.e., rate, pitch and formant identification).3. Describe the structural characteristics of standard English, and analyse spoken and written English sentences at clause, phrase and word levels.4. Demonstrate an understanding of the stages and processes of typical language development.5. Demonstrate understanding of social and cognitive factors which influence language development.6. Recognise the defining and differentiating features of te reo Māori.7. Transcribe and analyse a language sample with the aid of the SALT program.I will learn this by:Participating in lectures, Completing assigned readings, Completing practice tasks
SPSC661, CMDS221, CMDS231
Students must attend one activity from each section.
Wātaka/TimetableRāhina/Monday 9am to 11am A6Rāapa/Wednesday 9am to 11am Ernest Rutherford 465Note: All classes will be broadcast live on Echo (accessed through Learn) and recorded, with recordings available shortly after the end of class on the Learn site.
Aromatawai/Assessment Information1. Test (35%): Monday April 4tha. Covers content from weeks 1 through 6.2. SALT Assignment (30%): Monday May 30tha. Students will transcribe and analyse a sample of a preschool child’s conversational language, and report on the child’s level of speech and language development.3. Final Exam (35%): Date TBAa. Covers content from weeks 8 through 12.CMDS and UC PoliciesAttendance: This course is part of a professional programme of study. As such, you are expected to attend each course activity and to be on time. If a health or family issue or a cultural or UC sporting event prevents you from attending an activity or being punctual, please email Toby Macrae in advance.Blind Marking: S&H has a blind marking policy, where feasible. Please do not put your name on any piece of assessment. Instead, put only your student ID on all submitted work. Use your student ID to name files and in the title page and header of your submitted work: “1234567 Project”.Plagiarism: S&H adheres to the UC Policy Guidelines regarding plagiarism and uses TurnItIn to identify potential instances of plagiarism. Please use the APA 7th ed. Manual to cite relevant sources, including lecture notes and the readings. When in doubt – cite.Due Dates: All assignments listed on the course syllabus, unless indicated otherwise, are expected to be handed in by the due date stated on the course outline. If you are having difficulty meeting assessment deadlines, please contact the course coordinator for advice.Extensions: If required, due to unforeseen and documentable circumstances, you can request an extension from the course coordinator. Ideally these requests would be made as soon as you are aware of the need. To qualify for an extension, the circumstances preventing you from completing work on time must be documented and evidence will be required e.g. medical certificate. Extensions would usually be 1-3 days. If a week or more is required, a special consideration may be more appropriate, as moving deadlines out further has a “flow-on” effect to your work due later in the semester.Late Work (where no extension has been granted): We will accept and mark late work that is submitted up to 4 days after the due date. However, there is a penalty for late work. We call this the “10-10-10-4” rule. Where possible, all course work will be due at 10 pm. You have a 10 minute “grace period” to submit without penalty. Work submitted after 10:10pm, will lose 10% of the grade awarded per 24-hour period for a maximum of 4 days. If you do not submit your work by 10 pm 4 days after the due date, your work will not be accepted for marking and a mark of 0 entered.Special Considerations: S&H adheres to the UC Policy Guidelines regarding special considerations. Where you feel you have been prevented from demonstrating your knowledge or skills for the assessed work, you can apply for a special consideration by clicking the link (here) and reading through the criteria. Special considerations are evaluated by an independent central committee. If approved, a solution is recommended by the course coordinator, and this is moderatedat the Speech and Hearing Examiners’ Meetings. The remedy applied is unique to your circumstances, and takes into account an extension and/or late submission. For example, common solutions are an alternative date to sit a test, an alternative assessment or as a last resort, an aegrotat grade. We encourage you to discuss any special consideration applications with your course coordinator, before submitting your application, so that a timely solution can beapplied. Note special considerations do not apply to assessments that are < 10% of your overall course grade.Students with Disabilities (From the UC Policy Library)“Students with permanent or temporary disabilities who would like to discuss classroom or exam accommodations are asked to discuss their needs with the course coordinator as soon as possible.” If you have a disability, you should register with Disability Resource Services to determine what learning supports are appropriate and put a Learning Support Plan(LSP) into place. Unless stated in your LSP, you may not record the class lectures. If your LSP allows you to record class lectures, be aware that the Lecturer retains the intellectual property (IP) of the recorded lectures. They may not be distributed or shared with any other person.Course points and hours of studyThis is a 15-point course. It is expected you will devote approximately 150 hours to this course. The weighting of each piece of assessment should provide you with some indication of how much time to devote to that assessment. Students’ study habits and styles vary, so take this into consideration when allocating your time.Taumata Ako/Marks and GradesThe University of Canterbury grading scale is:Marks Grade (GPA value) 90 - 100 A+ (9) 85 - 89 A (8) 80 - 84 A- (7)75 - 79 B+ (6)70 - 74 B (5) 65 - 69 B- (4)60 - 64 C+ (3)55 - 59 C (2)50 - 54 C- (1)40 - 49 D (0)0 - 39 E (-1)Restricted Pass R (1)Please note that course grades may be scaled.
McAllister, J. & Miller, J;
Introductory linguistics for speech and language therapy practice
Wylie Blackwell, 2013 (The library has two eBook versions of this textbook).
Recommended Textbook:• Crystal, D. (2004). Rediscover grammar (3rd ed.). Pearson.The library has two hard copy versions of this textbook, available on 3-hour loan. If you have trouble getting a copy, please let me know.Additional Readings:Additional required readings will also be listed for each week in the Learn site. Most of these come from the following, with at least two copies of each (hard copy and/or eBook) available in the library:• Owens, R. E. (2016). Language development: An introduction (9th ed.). Pearson.The library has a 3-simultaneous-user licence for both the 9th and 10th editions of the eBook• Greenbaum, S., & Quirk, R. (1990). A student's grammar of the English language. Longman.• SALT software: http://saltsoftware.com/products/for-nz • Shriberg, L. D., & Kent, R. D. (2013). Clinical phonetics (4th ed.). Pearson.
Domestic fee $1,023.00
International fee $5,250.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
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