 | Study programme 2021-2022 | Français | |
 | Communication and Language : Development and Learning | ||
Programme component of Advanced Master's in Language SciencesResearch Institute for Language science and Technology |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UL-S1-SCLANG-563-M | Optional UE | PICCALUGA Myriam | R350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 10 | 5 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-250 | Communication et langage : développement et apprentissages | 15 | 10 | 5 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Communicate effectively. Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present (orally and in writing) the results of an intervention (study, analysis, investigation, etc.) to adequately inform a target audience.
- Have a willingness to keep learning. Assess and pursue professional and personal development.
- Continue to train and improve their skills.
- Adopt a scientific approach. Master the scientific approaches in language sciences.
- Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
- Language Immersion and Language Teaching/Learning Devices : adopt a specialist approach. Master the concepts, techniques, methods and devices specific to language immersion.
- Master the characteristics of language acquisition.
- Master the basic concepts of psycholinguistics.
- Plan, construct and validate tools for language learning acquisition through immersion.
Learning Outcomes of UE
At the end of this course, students will be able to describe the evolution of language and communication (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 asscotiated with the acquisition of a language (LM and / or LE, FLA ) and about crosslinguistic influences. They will be able to identify / build didactic proposals appropriate to a specific population and to a defined learning context. .
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. Developmental model of oral production .Crosslinguistic influences. FLA (français langue d'apprentissage) devices.
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
- Graded tests
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-250 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-250 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-250 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-250 | Moodle |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-250 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-250 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-250 | Bernicot J. et Bert-Erboul A., L'acquisition du langage par l'enfant, Paris , 2009 Bishop, D. V., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One, 11(7), e0158753. de Boysson-Bardies, B., Comment la parole vient aux enfants : de la naissance jusqu'à deux ans, Odile Jacob, Paris , 2005. Chevrie-Muller Narbona, J., Le langage de l'enfant: aspects normaux et pathologiques, Masson, 2007 Ebert, K., & Kohnert, K. (2016). Language learning impairment in sequential bilingual children. Language Teaching, 49(3), 301-338. doi:10.1017/S0261444816000070 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. Kern , S. (sous la direction) (2019) .Le développement du langage chez le jeune enfant, Théorie, clinique, pratique. De Boeck supérieur. Paradis, J., (2019). English Second Language Acquisition from Early Childhood to Adulthood: The Role of Age, First Language, Cognitive and Input Factors. InBUCLD 43 Proceedings. Cascadilla Press |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-250 | Authorized |