University of Essex

HS132-4-FY-CO:
Understanding Typical Communication

The details

Year: 2024/25

Department: Health and Social Care (School of)

Campus: Colchester Campus

Term: Full Year

Level: Undergraduate: Level 4

Status: Current

Start date: Thursday 03 October 2024

End date: Friday 27 June 2025

Credits: 30

Last updated: 22 May 2024

Requisites for this module

Pre-requisites: (none)

Co-requisites: (none)

Pre and / or co-requisites: (none)

Prohibited modules: (none)

Key module (requisite for): (none)

Key module for

BSC B630 Speech and Language Therapy,
BSC B631 Speech and Language Therapy (Including Year Abroad),
BSC B632 Speech and Language Therapy (Including Placement Year)

Module description

This module introduces you to transcription of typical English (and non-English sounds in languages commonly spoken in the UK), using broad (phonemic) and narrow (phonetic) transcription, including awareness of accent differences. This module also introduces you to the analysis of typical language morphosyntax and pragmatics, including awareness of dialectal differences, bilingual development and relevant sociolinguistic topics. The human speech chain will also be explored (receptive processing versus language production).

Module aims

The aims of this module are:

To develop understanding of the human speech chain, distinguishing between receptive processing and expressive production.

To develop understanding of the components of language and your ability to analyse typical language morphosyntax and speech sounds.

Module learning outcomes

By the end of this module, students will be expected to be able to:

Describe the core components of language and literacy readiness.

Demonstrate knowledge of the processes involved in the ‘Speech Chain’.

Demonstrate the ability to transcribe typical speech sounds.

Demonstrate the ability to analyse typical morphosyntax and consider relevant sociolinguistic environment.

Understand the core or bilingual/multilingual development.

Demonstrate knowledge of pragmatics.

Identify high frequency syntactic and phonetic features of languages commonly spoken in the UK.

Module information

Taking a developmental approach to the programme, this early speech and language therapy module will provide opportunities for interactive learning supported by key lectures. Small group workshops will form the basis of the exploratory learning nature of this module. The emphasis will be to commence your development of skills in readiness for ongoing modules, enabling later analysis of speech and language difficulties.

Learning and teaching methods

The module will be delivered:

One day a week throughout the autumn and spring terms.

In addition to some traditional lectures where tutors will share information, you will be expected to engage in small group workshops and work independently to truly understand the content at a deep level. This will help enable you to understand communication difficulties later in the degree programme.

Bibliography

Varieties of English (no date). Available at: https://doi.org/https://doi.org/10.1017/CBO9781139028240.
De Houwer, A. (2021) Bilingual development in childhood. Cambridge: Cambridge University Press. Available at: https://www-cambridge-org.uniessexlib.idm.oclc.org/core/elements/bilingual-development-in-childhood/3517C7DA9EE432C32C3DCDB5AE18C375?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmark.
Jonathan Culpeper et al. (2022) Introducing Linguistics. Routledge. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=7145602.
Cushing, I. (2024) ‘Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy’, Language and Education, pp. 1–19. Available at: https://doi.org/10.1080/09500782.2024.2308824.
Nair, V.K., Farah, W. and Cushing, I. (2023) ‘A Critical Analysis of Standardized Testing in Speech and Language Therapy’, Language, Speech, and Hearing Services in Schools, 54(3), pp. 781–793. Available at: https://doi.org/10.1044/2023_LSHSS-22-00141.
Wei, L. (2018) ‘Translanguaging as a Practical Theory of Language’, Applied Linguistics, 39(1), pp. 9–30. Available at: https://doi.org/10.1093/applin/amx039.
Henner, J. and Robinson, O. (no date) ‘Unsettling Languages, Unruly Bodyminds: A Crip Linguistics Manifesto’. Available at: https://doi.org/10.48516/jcscd_2023vol1iss1.4.
Prévost, P. and Tuller, L. (2022) ‘Bilingual language development in autism’, Linguistic Approaches to Bilingualism, 12(1), pp. 1–32. Available at: https://doi.org/10.1075/lab.21018.pre.
Kašcelan, D. et al. (2022) ‘A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs?’, Bilingualism: Language and Cognition, 25(1), pp. 29–41. Available at: https://doi.org/10.1017/S1366728921000390.
Bullock, B.E. and Toribio, A.J. (2009) The Cambridge handbook of linguistic code-switching. Cambridge, UK: Cambridge University Press. Available at: https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4439475740007346&institutionId=7346&customerId=7345.
MacLeod, A.A.N. and Demers, C. (2023) ‘Transmitting white monolingual Anglo-American norms: A concept analysis of "quality of language” in parent-child interactions’, Applied Psycholinguistics, 44(4), pp. 431–459. Available at: https://doi.org/10.1017/S014271642300005X.
Park-Johnson, S. and Shin, S.J. (2020) Linguistics for Language Teachers. London: Taylor & Francis Ltd. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6145849.
García, O. and Otheguy, R. (2017) ‘Interrogating the Language Gap of Young Bilingual and Bidialectal Students’, International Multilingual Research Journal, 11(1), pp. 52–65. Available at: https://doi.org/10.1080/19313152.2016.1258190.
Snell, J. (2018) ‘Critical reflections on the role of the sociolinguist in UK language debates’, Language in Society, 47(3), pp. 368–374. Available at: https://doi.org/10.1017/S0047404518000313.
Dass, R. et al. (2024) ‘A Content Overlap Analysis of bilingualism questionnaires: Considering diversity’, Bilingualism: Language and Cognition, pp. 1–7. Available at: https://doi.org/10.1017/S1366728923000767.
Cushing, I. and Snell, J. (2023) ‘The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate’, Language in Society, 52(3), pp. 363–386. Available at: https://doi.org/10.1017/S0047404522000094.
Masullo, C., Dentella, V. and Leivada, E. (2024) ‘73% of the observed bilingual (dis)advantageous effects on cognition stem from sociolinguistic factors: A systematic review’, Bilingualism: Language and Cognition, 27(3), pp. 480–494. Available at: https://doi.org/10.1017/S1366728923000664.
Armon-Lotem, S. et al. (2016) ‘A large-scale cross-linguistic investigation of the acquisition of passive’, Language Acquisition, 23(1), pp. 27–56. Available at: https://doi.org/10.1080/10489223.2015.1047095.
Knight, R.-A. (2012) Phonetics: A Coursebook. Cambridge, UK: Cambridge University Press. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/379835.
Jones, M.J. and Knight, R.-A. (eds) (2013) Bloomsbury Companion to Phonetics. Bloomsbury Academic.
Knight, R.-A. and Setter, J. (eds) (2022) The Cambridge handbook of phonetics. Cambridge: Cambridge University Press. Available at: https://doi-org.uniessexlib.idm.oclc.org/10.1017/9781108644198.
Denes, P.B. and Pinson, E.N. (2016) The speech chain: the physics and biology of spoken language. [Place of publication not identified]: Pickle Partners Publishing. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4808157.
Ladefoged, P. (1996) Elements of Acoustic Phonetics. 2nd edn. Chicago, US: University of Chicago Press. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/974943.
Capone Singleton, N. and Shulman, B.B. (eds) (2020) Language Development: Foundations, Processes, and Clinical Applications. 3rd edn. Burlington, US: Jones & Bartlett Learning. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1852694.

The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam	Description	Deadline	Coursework weighting
Coursework	2000-Word Assignment	17/02/2025	40%
Written Exam	Autumn Phonetics Test		15%
Written Exam	Autumn Linguistics test		15%
Written Exam	Summer Linguistics Test		15%
Written Exam	Summer Phonetics test		15%

Additional coursework information

Tests are split into two sections and both sections have to be passed to pass the exam.

Exam format definitions

Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary, for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.

Your department will provide further guidance before your exams.

Overall assessment

Coursework	Exam
100%	0%

Reassessment

Coursework	Exam
100%	0%

Module supervisor and teaching staff

Supervisor: Dr Drasko Kascelan, email: d.kascelan@essex.ac.uk.

Teaching staff: Sara Garib-Penna, Drasko Kascelan, Rachael-Anne Knight, Shamala Sundaray

Contact details: hscsltadmin@essex.ac.uk

Availability

Available to incoming Essex Abroad / Exchange students: Yes

Available to Outside Option: No

Available to Audit: No

External examiner

No external examiner information available for this module.

Resources

Teaching materials: Available via Moodle

Lecture recording: Of 65 hours, 51 (78.5%) hours available to students:
3 hours not recorded due to service coverage or fault;
11 hours not recorded due to opt-out by lecturer(s), module, or event type.

Further information

Department website: Health and Social Care (School of)

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The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Module Directory

HS132-4-FY-CO:Understanding Typical Communication