PL3LPT-Language Pathology

Module Provider: Clinical Language Sciences
Number of credits: 10 [5ECTS credits]
Level: 6
Terms in which taught: Autumn
Module Convenor: Professor S Edwards
Pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2009/0

Email:

Aims:
The aims of this module are to provide students with some understanding of the range of language deficits found in adults and children and to relate these findings to their knowledge of linguistics and normal language use.

Assessable learning outcomes:
By the end of this module it is expected that students will be able to:
• identify and interpret the main syndromes of acquired aphasia in adults and to recognise features of language impairment in children;
• to identify the linguistic characteristics of each of these types of language pathology in the language behaviour of individuals;
• to appraise critically the causes of aphasia and of conditions associated with language impairment in children;
• organise their knowledge and articulate their arguments effectively.

Additional outcomes:
Students gain some insights into the problems of identifying normal and abnormal language and the broader consideration of criterion- and norm-based testing paradigms.

Outline content:
The first part of the module covers language impairments in children. The concepts of normal and abnormal development of language, language delay and language impairment are critically examined. This topic naturally leads to consideration of assessment procedures used by professionals working with these children, the role of linguistic profiling, the understanding of norm-referenced and criterion-referenced testing and the assumed natural distribution of cognitive abilities within a population. Many children with language difficulties have concomitant problems and the effect of these on language development and possible mode of assessment are studied.
The second part focuses on adult aphasia based on the traditional syndromic framework. Descriptions of aphasic features taken from the findings of Broca and Wernicke and the model of Lichtheim lead more detailed descriptions based onto the work of the of the Boston group. More recent findings and explanations of aphasia including those arising from cognitive-neurological and neuro-linguistic analyses are introduced and critically evaluated.

Brief description of teaching and learning methods:
Lectures, practicals and seminar discussion.

Contact hours:

	Autumn	Spring	Summer
Lectures	20
Tutorials/seminars
Practicals
Other contact (eg study visits)
Total hours	20
Number of essays or assignments	1
Other (eg major seminar paper)

Assessment:
Coursework

Assessment. A 2000 essay assignment

Relative percentage of coursework: 100%

Penalties for late submission: In accordance with University policy

Examinations: None

Requirements for a pass: A mark of 40%

Reassessment arrangements: Re-submission of coursework in September

Last updated: 23 November 2009