Postgraduate Course: Language and Communication (EDUA11240)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| 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 |
|
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
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| Academic year 2020/21, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
18/11/2020 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative assessment: feedback on case study / report outline / language assessment used with a deaf pupil (LOs 1 - 5).
Summative assessment: for students who are teachers of deaf children: A case study of a child discussing their linguistic context, profile, challenges and strengths; drawing on assessments some of which have been conducted by the student, and using current research, policy and theory to discuss the implications of the assessment information for the child and the school service. (3,500 words 90%; LOs 1 - 5)
For students taking this course as an option: A report investigating the support for early language development in speech and / or sign in one country; using current research, policy and theory to discuss the implications of the current situation for deaf children, their families and the health and education system (3,500 words 90%; LOs 1 - 5).
For all students: In-class test (10%) analysing spoken English and BSL
Students on the Postgraduate Diploma Inclusive Education (deaf learners) who receive a mark of less than 50% have one opportunity to resit. They will receive a tutorial from the course tutor to discuss the resit, then usually a period of 4 weeks will be agreed for resubmission. If the student fails the resit, they will exit with a Postgraduate Certificate or transcript.
The mark which will appear on Euclid, the official space where marks are announced on MyEd will reflect the first mark. This mark is used to provide an average for the whole diploma. However, the resit mark will not be capped at 50% and it will also appear on the mark sheet put to the Inclusive Education examination board.
To read more about this exam regulation, please go to: http://edin.ac/2M8TSFH Regulation 27.
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| Feedback |
Formative assessment - spoken and written feedback on the report / case study outline; spoken feedback on the assessment used with a deaf pupil.
Summative assessment - comments on the script in Turnitin and generic comments on the right hand panel in Turnitin following the School's generic postgraduate marking criteria. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Show an awareness of the linguistic potential of deaf pupils and the possible barriers to linguistic access;
- Demonstrate an understanding of key differences and similarities between spoken and signed language, and their acquisition;
- Develop an informed understanding of the different approaches to language within Deaf Education, including monolingual and bi/multi-lingual approaches;
- Demonstrate 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;
- Develop familiarity with approaches, techniques and resources, including technological resources, which can support the deaf child's language use.
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Reading List
Crystal, D. (2003) The Cambridge Encyclopedia of the English Language. Chapter 17. The Sound system. pp. 236 - 255. 3rd edition. London: BCA / CUP.
DfES (2006) Early Support: Monitoring Protocol for Deaf Babies and Children. London: Department for Education and Science
Geers AE, Mitchell CM, Warner-Czyz A, et al. (2017) Early Sign Language Exposure and Cochlear Implantation Benefits. Pediatrics. 140(1):e20163489
McLeod, S. & McCormack, J. (2015) An Introduction to Speech, Language and Literacy. Oxford University Press.
Sutton-Spence, R. & Woll, B. (1999) The Linguistics of British Sign Language. Cambridge: CUP. Chapter 3 Constructing Sign Sentences. pp 41 - 64.
Tomasello, M. (2010) Language Development, In U. Goswami (Ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition. Oxford: Blackwell. Chapter
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Additional Information
| Graduate Attributes and Skills |
Be able to communicate using oral and written methods to specialist (e.g., staff, fellow students) and non-specialist audiences (e.g., school staff, parents, research participants).
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make.
Be able to exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought.
Develop professional competencies required by qualified teachers of deaf and visually impaired children.
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| Special Arrangements |
Students will receive their own hard copy of the booklet on STASS in advance of the course starting (O'Neill, 2020, 2nd edition).
A wide range of language assessment material is available in the Scottish Sensory Centre in Paterson's Land for students to review and borrow. This is a postal library. |
| Additional Class Delivery Information |
This course runs every two years. Block A is 3 days, followed by Block B several weeks later of 2 days. Each day runs 10 am - 4pm. The sessions are a mixture of lectures, seminars and workshops, some student-led. There are 4 invited speakers, e.g. a parent of a deaf child, an auditory verbal therapist, a BSL sign linguist. Available for hybrid teaching if students are not able to attend in person. |
| Keywords | deaf,spoken,British Sign Language,acquisition,assessment |
Contacts
| Course organiser | Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk |
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