This course provides the necessary basis for understanding the process of language development, covering different theoretical perspectives and examining the contributions of scientific evidence regarding the evolution of different dimensions of language throughout childhood. This course will provide an understanding of the processes involved in language development and will allow the identification of the main warning signs in childhood from an empirical perspective.

Knowledge

RCO5. To understand the scientific foundations that support speech therapy and its evolution, critically assessing the terminology, clinical trials and methodology of research related to speech therapy.

RCO9. Know and be able to integrate the biological (anatomy and physiology), psychological (processes and evolutionary development), linguistic and pedagogical foundations of speech therapy intervention in communication, language, speech, hearing, voice and nonverbal oral functions.

RCO9.2. Know and integrate the psychological foundations of speech therapy: language development, psychological development, neuropsychology of language, basic processes and psycholinguistics.

RCO11. Know and critically evaluate the techniques and instruments of evaluation and diagnosis in speech therapy, as well as the procedures of speech therapy intervention.

Competences

RC2. To be able to develop skills such as: problem solving, critical reasoning and adapting to new situations.

Skills

RHT2. Master the terminology that allows interacting effectively with other professionals.

RHT5. Manage communication and information technologies.

1.Human communication and the basis for language acquisition

1.1. Communicative competence and the acquisition of language

1.2. Biological and cognitive bases of language

1.3. Structure of language: learning system

2. Models of language acquisition and development

2.1. Study of language development in childhood

2.2. Theoretical approaches to language acquisition: evidence for and against

3. Research methodology and measurement of children's language

3.1. Child language research designs

3.2. Data collection methods and analysis procedures

4. Language development in early childhood

4.1. Phonological development in early childhood: pre-verbal stage

4.2. Semantic and morphosyntactic development in early childhood: verbal stage

5. Language development in the school period

5.1. Word linking: progress of morphosyntax in school period

5.2. Pragmatics and social use of language. The importance of child´s narrative

5.3. Relation between language and literacy in the school stage

6. Warning signs during language development

6.1. Individual differences in language acquisition and related factors

6.2. Warning signs during language development

7. Language development in multilingual contexts

PRACTICAL PROGRAM:

A) CLASSROOM PRACTICES AND WORKSHOPS.

The aim is to consolidate contents, establish relationships and develop the capacity to analyze aspects of language deveopment in a critical way. Competencies 3 and 4 are worked on.

Classroom practices consist of viewing audiovisual material related to the subject and Workshops include reading research articles related to the subject taught that week.

In both cases the analysis of the articles and videos indicated will be carried out, by means of worksheets and guided debate, as well as self-evaluations related to each subject.

The content of the practices and workshops will be evaluated in the final exam.

B) TEAM WORK

Te aim is to work on small groups to work on a case in order to develop a report in which the team members analyze the background of a language dimension problem, establish a project objective and elaborate a program or tool to intervene in the studied dimension.

• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 75
  • Team projects (problem solving, project design)) (%): 25

The evaluation consists of the sum of the grade of the May final exam and the group work.

Final grade: theory and content of the practices and workshops in the exam constitute 75% of the final grade; group work and oral presentation constitute 25% of the final grade.

CONTINUOUS EVALUATION

A) THEORY: Type of exam: objective test at the end of the course (based on notes, handbooks and recommended references) + CLASSROOM PRACTICES AND WORKSHOPS (questions based on the contents worked and discussed in class, they constitute 20% of the exam).

B) TEAM WORK: 25% of the total grade corresponds to the team work (based on the report quality).

FINAL EVALUATION

One exam: objective test at the end of the course that will contain questions related to the contents explained in the lectures. Those students who waive the continuous evaluation will be evaluated in the exam with 100% of the subject.

The teacher must be informed in writing at least one month before the date of the exam.

The evaluation consists of the sum of the grade of the May final exam and the group work.

Final grade: theory and content of the practices and workshops in the exam constitute 75% of the final grade; group work and oral presentation constitute 25% of the final grade.

CONTINUOUS EVALUATION

A) THEORY: Type of exam: objective test at the end of the course (based on notes, handbooks and recommended references) + CLASSROOM PRACTICES AND WORKSHOPS (questions based on the contents worked and discussed in class, they constitute 20% of the exam).

B) TEAM WORK: 25% of the total grade corresponds to the team work (based on the report quality).

FINAL EVALUATION

One exam: objective test at the end of the course that will contain questions related to the contents explained in the lectures. Those students who waive the continuous evaluation will be evaluated in the exam with 100% of the subject.

The teacher must be informed in writing at least one month before the date of the exam.

Basic bibliography and class readings

Basic bibliography

Hoff, E., & Shatz, M. (Eds.). (2009). Blackwell handbook of language development. John Wiley & Sons.

Tomasello, M. (2011). Language development. The Wiley-Blackwell handbook of childhood cognitive development, 239-257.

In-depth bibliography

Hoff, E., & Shatz, M. (Eds.). (2009). Blackwell handbook of language development. John Wiley & Sons.
Tomasello, M. (2011). Language development. The Wiley-Blackwell handbook of childhood cognitive development, 239-257.
Gleason, J. B., & Ratner, N. B. (2022). The development of language. Plural Publishing.

Journals

Child language
Language learning and development
Reading & Writing
International Journal of Language and Communication Disorders
Brain and language

Web addresses

https://www.teachneli.org/
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-early-years
https://www.gov.uk/government/publications/letters-and-sounds
https://dislexiaeuskadi.com/soinuetatik-hitzetara-4-6-urte-bitartean-irakurmena-eta-hizkuntza-sustatzeko-esku-hartze-goiztiarra-joana-acha/