 | Study programme 2019-2020 | Français | |
 | Language Development: Normal Functioning and Disorders | ||
Programme component of Master's in Education (Charleroi (Hor. décalé)) à la Faculty of Psychology and Education |
| Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3 |
|---|
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-M2-MEDUCA-008-C | Compulsory UE | PICCALUGA Myriam | P362 - Métrologie et Sciences du langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 15 | 0 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-170 | Language Development: Normal Functioning and Disorders | 15 | 15 | 0 | 0 | 0 | Q2 | 100.00% |
| Programme component |
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Objectives of Programme's Learning Outcomes
- Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
- Analyse and model an educational action by critically selecting theories and methodological delivered ex shipapproaches, and taking into account multidisciplinary aspects.
- Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Master scientific research methods in educational sciences.
- Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
- Collect data and analyse it.
Learning Outcomes of UE
At the end of this course, students will be able to describe the evolution of language (lexical aspects, grammar, phonetics, ..), and characterize the roles of the different variables which can play a part in the language performance. They will know the main difficulties and difficulties of the acquisition of a language (LM and / or LE) and will be able to identify / build didactic proposals to face them.
Content of UE
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 of oral production Dysphasia et dyslexia
Prior Experience
Not applicable
Type of Assessment for UE in Q2
- Presentation and/or works
Q2 UE Assessment Comments
Not applicable
Type of Assessment for UE in Q3
- Presentation and/or works
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-170 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-170 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-170 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-170 | Not applicable |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-170 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-170 | 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
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-170 | 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 |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-170 | Authorized |