 | Study programme 2019-2020 | Français | |
| Language Development: Normal Functioning and Disorders | |||
Learning Activity |
| Code | Lecturer(s) | Associate Lecturer(s) | Subsitute Lecturer(s) et other(s) | Establishment |
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| P-SMSL-170 |
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| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term |
|---|---|---|---|---|---|---|---|
| Français | Français | 15 | 15 | 0 | 0 | 0 | Q2 |
| Organisational online arrangements for the end of Q3 2019-2020 assessments (Covid-19) |
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| Description of the modifications to the Q3 2019-2020 online assessment procedures (Covid-19) |
The objective of the integrative test is to analyze the validity of the construct and the validity of the content of a tool devoted to the evaluation of a language skill. This work will consist of two parts. The first part will establish a review of the literature by gathering the scientific knowledge available with regard to the domain (language component) evaluated by the test / tool that you have chosen. It will thus allow you to acquire the necessary expertise in order to conduct the validity study of the construct and content of the chosen tool, the subject of the next section. The latter will describe the analyzes performed in order to be able to decide on the quality of the selected tool. This work will be the subject of a 20-minute PowerPoint document presented during a "remote" meeting via TEAMS software during the month of June (information will follow). Component 1 will include the following: 1.Presentation of the test: receptive and / or productive component, targeted component (s) (e.g. phonological, lexical, pragmatic, etc.?), Age bracket concerned, type of evaluation (aimed at screening , diagnostic; self or hetero-reported), modes of use (only by a healthcare professional, for educational use, in individual testing, on an outpatient basis, etc.), expertise of the creators of the tool, recency, reference to a language acquisition model or theory, advantages over other tools. It may be mentioned, in addition, elements not mentioned but which may be of particular interest. 2. Summary of the literature review intended to answer the following questions: a.How do we define this (these) language component (s) ?; b.What are the sub-skills taken into account to account for it ?; c.How are the skills of children acquired in this component changing within the target age range? ; d. What are the difficulties that children may experience during the acquisition of this skill? 3.Conclusions At the end of the literature review: -What elements do we retain that can help us carry out the validity analysis (construct and content)? -which is the analysis procedure that it seems relevant to implement in order to conduct our validity studies. |
Content of Learning Activity
Neurobiological and genetic basis of language; environment's role. Approaches : generativist vs Social interactionist theory. Phonological, morphosyntactic, lexical, pragmatic and metalinguistic aspects of the language development. Neuro-psycholinguistic models. Language impairments (SLI, language disorder, language delay).
Required Learning Resources/Tools
Not applicable
Recommended Learning Resources/Tools
Bernicot J. et Bert-Erboul A., L'acquisition du langage par l'enfant, Paris, 2009 / Kail, M. Fayol, M.,L'acquisition du langage, Le langage en émergence de la naissance à trois ans, PUF, Paris, 2000. Kail, M. Fayol, M., L'acquisition du langage, Le langage en développement. Au-delà de trois ans, PUF, Paris, 2000. de Boysson-Bardies, B., Comment la parole vient aux enfants : de la naissance jusqu'à deux ans, Odile Jacob, Paris , 2005. Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003 Chevrie-Muller, C., Narbona, J., Le langage de l'enfant: aspects normaux et pathologiques, Masson, 2007
Other Recommended Reading
Bernicot J. et Bert-Erboul A., L'acquisition du langage par l'enfant,In Press, Paris , 2009 / Kail, M. Fayol, M.,L'acquisition du langage, Le langage en émergence de la naissance à trois ans, PUF, Paris, 2000. de Boysson-Bardies, B., Comment la parole vient aux enfants : de la naissance jusqu'à deux ans, Odile Jacob, Paris , 2005. Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003
Kail, M. Fayol, M., L'acquisition du langage, Le langage en développement. Au-delà de trois ans, PUF, Paris, 2000.Chevrie-Muller, C., Narbona, J., Le langage de l'enfant: aspects normaux et pathologiques, Masson, 2007
Mode of delivery
- Face to face
Type of Teaching Activity/Activities
- Cours magistraux
- Séminaires
Evaluations
The assessment methods of the Learning Activity (AA) are specified in the course description of the corresponding Educational Component (UE)