Postgraduate Course: Language and Communication (EDUA11240)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will introduce participants to key issues in relation to language learning and deafness. It should enable participants to take an informed view of what remains a controversial area within deaf education. The course will focus on the deaf individual's linguistic potential and the practical ways of enabling linguistic access. We will examine the nature and acquisition of both signed and spoken language and their use with deaf children and young people. |
| Course description |
a. Acquisition of first language(s) in hearing and deaf children
b. Analysing grammatical and semantic development in spoken English
c. British Sign Language in hearing and deaf families: grammatical and semantic analysis
d. Different approaches to language development with deaf children: oral / aural; Total Communication; sign bilingual.
e. Using assessment tools with deaf children, e.g. Monitoring Protocol, STASS, ACE, BSL Receptive skills, BSL vocabulary assessment.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Undergraduate degree preferably in a social sciences subject. |
| Additional Costs | No |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- An awareness of the linguistic potential of deaf pupils and the possible barriers to linguistic access;
- An understanding of key differences and similarities between spoken and signed language, and their acquisition;
- An informed understanding of the different approaches to language within Deaf Education, including monolingual and bi/multi-lingual approaches;
- A critical awareness of different types of linguistic assessment; the ability to interpret the results of such assessments and some ability to carry out some forms of assessment and to make use of linguistic observations;
- A familiarity with approaches, techniques and resources, including technological resources, which can support the deaf child's language use.
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Reading List
Aragon, M. & Yoshinaga-Itano, C. (2012) Using Language Environment Analysis to Improve Outcomes for Children Who Are Deaf or Hard of Hearing. Seminars in Speech and Language 33, 340 - 353, .doi.org/10.1055/s-0032-1326918.
Bailes, C., Erting, C., Erting, L. & Thumann-Prezioso, C. (2009) Language and Literacy Acquisition through Parental Mediation in American Sign Language, Sign Language Studies 9 (4) 417 - 456 .
BATOD / Royal College of Speech and Language Therapists Position Paper (2007)
Carr, J., Xu, D. & Yoshinaga-Itano, C. (2014) Language ENvironment Analysis Language and Autism Screen and the Child Development Inventory Social Subscale as a Possible Autism Screen for Children Who Are Deaf or Hard of Hearing, Seminars in Speech and Language, 35, 266 - 275.
Colin, S., Leybaert, J., Ecalle, J. & Magnan, A. (2013) The development of word recognition, sentence comprehension, word spelling, and vocabulary in children with deafness: A longitudinal study. Research in Developmental Disabilities 34 (5) 1781 - 1793 doi:10.1016/j.ridd.2013.02.001
Crystal, D. (2003) The Cambridge Encyclopedia of the English Language. Chapter 17. The Sound system. pp. 236 - 255. 3rd edition. London: BCA / CUP.
Dammeyer, J. (2012) A Longitudinal Study of Pragmatic Language Development in Three Children with Cochlear Implants, Deafness and Education International, 14 (4), 217 - 232.
Desjardin, J., Ambrose, S. & Eisenberg, L. (2009) Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading, Journal of Deaf Studies and Deaf Education. 14 (1) 22 - 43. doi: 10.1093/deafed/enn011.
DfES (2006) Early Support: Monitoring Protocol for Deaf Babies and Children. London: Department for Education and Science
King, K. A. (2006). Child Language Acquisition. pp 205 ¿ 234. In: Fasold. R.W. Connor- Linton, J. (eds.) An introduction to Language and Linguistics. Cambridge: Cambridge University Press.
Knoors, H. & Marschark, M. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children Journal of Deaf Studies and Deaf Education. 17(3): 291-305
Lieberman, A., Hatrak, M. & Mayberry, R. (2014) Learning to Look for Language: development of joint attention in young deaf children. Language Learning and Development. 10 (1) 19 - 35
Lyness, C., Woll, B., Campbell, R. & Cardin, V. (2013) How does visual language affect crossmodal plasticity and cochlear implant success? Neuroscience and Biobehavioural Reviews 37, 2621 - 2630
doi.org/10.1016/j.neubiorev.2013.08.011
Mann, W., Roy, P. & Marshall, C. (2013) A Look at the Other 90 Per Cent: Investigating British Sign Language Vocabulary Knowledge in Deaf Children from Different Language Learning Backgrounds, Deafness and Education International. 15 (2) 91 - 116.
Mayberry, R., Lock, E. & Kazmi, H. (2002) Linguistic ability and early language exposure. Nature vol. 417, May 2002 p 38
Milton, J. & Fitzpatrick, T. (2014) Deconstructing Vocabulary Knowledge In J. Milton & T. Fitzpatrick (Eds.) Dimensions of vocabulary knowledge. Chapter 1.
NDCS (2014) Assessing and monitoring the progress of deaf children and young people: Communication, language and listening. London: NDCS
O'Neill, R. (2010) Using STASS. Edinburgh: Scottish Sensory Centre
Plaza Pust, C. (2014) Language development and language acquisition in sign bilingual language acquisition. In M. Marschark, G. Tang & H. Knoors (Eds.) Bilingualism and Bilingual Deaf Eduation. New York: Oxford University Press. Chapter 2.
Powers, S., Gregory, S., Lynas, W., McCracken, W., Watson, L., Boulton, A. & Harris, D. (1999). A review of good practice in deaf education. London: RNID. pp 115 - 135.
Prezbindowski, A. & Lederberg, A. (2003) Vocabulary Assessment of Deaf and Hard-of-Hearing Children From Infancy Through the Preschool Years, Journal of Deaf Studies and Deaf Education, 8 (4), 383 - 400.
DOI: 10.1093/deafed/eng031.
Smith, S. & Cormier, K. (2014) In or out?: Spatial scale and enactment in narratives of native and nonnative signing deaf children acquiring British Sign Sign Language Studies, 14 (3) 275 - 301.
Sutton-Spence, R. & Woll, B. (1999) The Linguistics of British Sign Language. Cambridge: CUP. Chapter 3 Constructing Sign Sentences. pp 41 - 64.
Steele, S. & Mills, M. (2011) Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice, Child Language, Teaching and Therapy, 27 (3) 354 - 370. 10.1177/0265659011412247
Stika, C., Eisenberg, L, Johnson, K., Henning, S., Colson, B., Ganguly, D., DesJardin, J. (2015) Developmental outcomes of early-identified children who are hard of hearing at 12 to18 months of age. Early Human Development 91 (1) 47 - 55
Tang, G., Lam, S. & Yiu, K. (2014) Language development of deaf children in a sign bilingual and co-enrollment environment. In M. Marschark, G. Tang & H. Knoors (Eds.) Bilingualism and Bilingual Deaf Eduation. New York: Oxford University Press. Chapter 13.
Tomasello, M. (2010) Language Development, In U. Goswami (Ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition. Oxford: Blackwell. Chapter 9.
Yoshinaga¿Itano, C. (2006) Early identification, Communication Modality, and the Development of Speech and Spoken Language Skills: Patterns and Considerations. In: M. Marschark & P.E. Spencer, (Eds). Advances in
the Spoken Language Development of Deaf and Hard of Hearing Children. Oxford: Oxford University Press
Young, A., Carr, G., Hunt R., McCracken, W., Skipp, A. & Tattersall, H. (2006) Informed choice and deaf children, underpinning concepts and enduring challenges. Journal of Deaf Studies and Deaf Education, 11 (3) 322 - 336.
Examples of Key Journals
American Annals of the Deaf; Bilingualism; Deafness and Education International; Early Child Development and Care; Journal of Deaf Studies and Deaf Education; Journal of Speech, Language and Hearing Research; Language Acquisition; Language and Education; Language and Speech; Language, speech and hearing services in schools; Psychology of language and communication;
Sign Language and Linguistics; Sign Language Studies
All journals are available electronically through the UoE library website.
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Additional Information
| Graduate Attributes and Skills |
Students will gain knowledge about languages and how to analyse them, both BSL and English.
Teachers will gain skills in working closely with other professionals and parents, particularly speech and language therapists.
Students will improve their critical reading and research skills. |
| Special Arrangements |
Students will receive their own hard copy of the booklet on STASS in advance of the course starting (O'Neill, 2011).
A wide range of language assessment material is available in the Scottish Sensory Centre in Paterson's Land for students to review and borrow. |
| Additional Class Delivery Information |
This course runs every two years in semester 2. Block A is 3 days, followed after a month by Block B of 2 days. Each day runs 10 am - 4pm. The sessions are a mixture of lectures, seminars and workshops. There are 4 invited speakers, e.g. a parent of a deaf child, an auditory verbal therapist, a BSL sign linguist. |
| Keywords | language acquisition deaf children |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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