LINGUISTICS AND CHILD LANGUAGE DISORDERS (LING 419)

Updated 23 August 2008 LINGUISTICS AND CHILD LANGUAGE DISORDERS (LING 419) Fall Term 2008 Tuesdays & Thursdays 12:30-13:50 AH 4-70 Instructor: Dr. Johanne Paradis jparadis@ualberta.ca Office: Assiniboia Hall 4-46 492-0805 Dept Office: Assiniboia Hall 4-32 492-3434 Office Hrs: Tuesdays & Thursdays 10:30-11:30 (or by appointment) Course Website: http://www.ualberta.ca/~jparadis/ Course Description & Goals: This course provides students with an in-depth examination of the linguistic characteristics displayed by children affected by neurodevelopment disorders. Specific language impairment (SLI) will be covered more than other disorders because of its unique status among other neurodevelopment disorders in that language itself is the primary cognitive domain affected. Students will learn about how SLI is manifest across different languages and in the two languages of bilingual children. Finally, students will be introduced to the theoretical debates about the nature of the deficit underlying SLI. Course Prerequisite: LING 319 and LING 101 Readings: There is no textbook. Readings are a collection of chapters from various books. The list is on page 3. Readings will be made available in the Linguistics Department office. Evaluation Measures: Here is a brief outline of each measure, the dates involved, and the weight in terms of the final grade. More information is given on page 4. Date Weight Midterm (in class) October 9 30% Article presentation and summary outline October 30-Nov 6 (a specific date will be given to 30% Final take-home exam (cumulative) each student) due December 16 at 16:30 in AH 4-32 40% Policy about course outlines can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Page 1 of 6

Updated 23 August 2008 COURSE OUTLINE Dates Topic Readings Sep 4 Sep 9 Sep 11 Sep 16 Sep 18 Sep 23 Sep 25 Sep 30 Oct 2 Oct 7 Oct 9 Oct 14 Oct 16 Oct 21 Oct 23 Oct 28 Oct 30 Nov 4 Nov 6 Introduction to clinical linguistics and neurodevelopmental disorders I: Linguistic characteristics of SLI, Autism, Down syndrome, Fragile X syndrome, and Williams syndrome Midterm II: SLI across languages Topic II continued Article presentations in class Article presentations in class Leonard (1998): Chapter 3 Gernsbacher, Geye & Ellis Weismer (2005) Abbeduto & Chapman (2005) Zukowski (2004) Leonard (2000) Crago, Paradis & Menn (2008) Nov 13 III: Theoretical approaches to SLI Rice (2004) Nov 18 Nov 20 Nov 25 Nov 27 Dec 2 Dec 16 Topic III continued IV: Bilingualism and SLI Topic IV continued Review & Final take home exam distributed Final take-home exam due at 16:30 in Linguistics main office (AH 4-32) Leonard (1998): Chapter 12 de Jong (2008) Policy about course outlines can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Page 2 of 6

Updated 23 August 2008 READING LIST Topic 1: Linguistic characteristics of SLI, Autism, Down syndrome, Fragile X syndrome, and Williams syndrome Leonard, L. (1998). The language characteristics of SLI: A detailed look at English (Chapter 3). Children with Specific Language Impairment (pp. 43-87). Cambridge, MA: MIT Press. Gernsbacher, M.A., Geye, H. & Ellis Weismer, S. (2005). The role of language and communication impairments within autism. In P. Fletcher & J. Miller (Eds.), Developmental Theory and Language Disorders (pp. 73-94). Amsterdam: John Benjamins. Abbeduto, L. & Chapman, R. (2005). Language development in Down syndrome and fragile X syndrome. In P. Fletcher & J. Miller (Eds.), Developmental Theory and Language Disorders (pp. 53-72). Amsterdam: John Benjamins. Zukowski, A. (2004). Investigating knowledge of complex syntax: Insights from experimental studies of Williams syndrome. In M. Rice & S. Warren (Eds.), Developmental Language Disorders: From Phenotypes to Etiologies (pp. 99-120). Mahwah, NJ: Lawrence Erlbaum Topic II: SLI across languages Leonard, L. (2000). Specific language impairment across languages. In D. Bishop and L. Leonard (Eds.), Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome (pp. 115-129). Philadelphia, PA: Psychology Press. Crago, M., Paradis, J. & Menn, L. (2008). Crosslinguistic perspectives on the syntax and semantics of language disorders. In M. Ball, M. Perkins, N. Müller & S. Howard (Eds.), The Handbook of Clinical Linguistics (pp. 275-289). Oxford: Blackwell. **a list of the primary research articles on individual languages will be given in class** Topic III: Theoretical approaches to SLI Rice, M. (2004). Growth models of developmental language disorders. In M. Rice & S. Warren (Eds.), Developmental Language Disorders: From Phenotypes to Etiologies (pp. 207-240). Mahwah, NJ: Lawrence Erlbaum Leonard (1998): SLI as a limitation in general processing capacity (Chapter 12). Children with Specific Language Impairment (pp. 237-268). Cambridge, MA: MIT Press. Topic IV: Bilingualism and SLI de Jong, J. (2008). Bilingualism and language impairment. In M. Ball, M. Perkins, N. Müller & S. Howard (Eds.), The Handbook of Clinical Linguistics (pp. 261-274). Oxford: Blackwell. Policy about course outlines can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Page 3 of 6

EVALUATION MEASURES Updated 23 August 2008 Midterm: The midterm will be an in-class, closed book test. There will be questions to be answered in one to three paragraphs, and some data analysis. For example, students will be asked to compare and contrast linguistic characteristics between different neurodevelopmental disorders, or outline the linguistic profile of a certain disorder across domains of the lexicon, morphosyntax and pragmatics. Data analysis will consist of speech excerpts from children with a neurodevelopmental disorder that students must analyse for the presence or absence of certain linguistic features. Practice at doing data analysis will be given in the course lectures. Representative questions will be given to students, in class, the week of September 30-Oct 2. Article presentations: Early in September, students will be assigned a primary research article on SLI in a language other than English. Students might do this assignment in pairs, if class size warrants. The student(s) will read the article and write a summary outline of the study, e.g., rationale, methods, results and discussion, as well as some critical comments. The student(s) will also prepare a 15 minute presentation of the article aimed at teaching the contents of the article to their classmates and the course instructor. Classmates will receive a copy of the summary outline. The goal of this assignment is to expose undergraduate students to primary research material, and to promote the sharing of primary research findings among student peers. Final, take home exam: This exam will consist of four to five essay questions, and students will choose two of them to respond to. These questions will pertain to any of the four major topics in the course, and may also draw links between topics. At least one question will be based on primary data analysis of speech excerpts. For example, students might be asked to write an essay on theoretical approaches to SLI where they argue in favour of one particular theory and bring evidence to support their argument from any part of the readings and lecture information across the entire course. Even though this is a take-home exam, the questions are aimed at allowing students to synthesize information given in the course, and consultation of outside sources will not be necessary. Representative questions will be given to students, in class, the week of November 25-27. Calculation of Final Grade: Grading In Undergraduate Courses Descriptor Letter Grade Point Value Excellent A+ A A- 4.0 4.0 3.7 Good Satisfactory B+ B B- C+ C C- D+ D 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 Poor Minimal Pass Failure F 0 Final Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Final grades for this course will be calculated taking into account marks (in percent) for evaluation measures as well as the conformity of the class grade distribution to the norms expected in the Faculty of Arts. Policy about course outlines can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Page 4 of 6

************************************************************************************************** 23.5.6 Absence from Exams (University Calendar 23.5.6) When a student is absent from a term or final exam without acceptable excuse, a final grade will be computed using a raw score of zero for the exam missed. Any student who is incapacitated because of illness, is suffering from severe domestic affliction or has other compelling reasons (including religious conviction) is advised not to sit for an exam. In such cases a student may apply for an excused absence for the missed exam. Excused absence for a missed exam is a privilege, not a right, and is granted at the discretion of the instructor (in the case of term exams) or the Faculty (in the case of final exams). Only those students who, because of incapacitating illness, severe domestic affliction or other compelling reasons (including religious conviction) have missed an exam are permitted an excused absence. (1) Missed Term Exams Worth 20% or More: To apply for an excused absence where the cause is incapacitating illness, a student must present a University of Alberta Medical Statement Form to the instructor within two working days following the missed term exam. The University of Alberta Medical Statement Form must be signed by the treating physician and indicate that the student was seen while ill or is under continuing care for a chronic illness. In other cases, including domestic affliction or religious conviction, adequate documentation must be provided within two working days following the term exam missed. If excusing a student's absence from a term exam, the instructor has the discretion either to waive the exam or require the student to write a make-up exam. For a waiver, the percentage weight allotted to the term exam missed is added to the percentage weight allotted to the final exam. For a make-up exam, the student is required to write an equivalent exam at a time set by the instructor. If the student does not write the assigned make-up exam at the prescribed time, a raw score of zero will be assigned for the missed term exam. (2) Missed Final Exams: A student who has missed a final exam because of incapacitating illness, severe domestic affliction or other compelling reason (including religious conviction) may apply for a deferred exam. A deferred exam will not be approved if a student a. has not been in regular attendance where attendance and/or participation are required, and/or, b. excluding the final exam, has completed less than half of the assigned work. Students with two or more deferred exams outstanding from a previous term may be required to reduce the number of courses in which they are registered. Students needing to apply for a deferred exam must present themselves at their Faculty's Undergraduate (Graduate) Office. Such an application must be supported by a University of Alberta Medical Statement form in the case of incapacitating illness. The University of Alberta Medical Statement Form must be signed by the treating physician and indicate that the student was seen while ill or is under continuing care for a chronic illness. In other cases, including severe domestic affliction or religious conviction, adequate documentation must be provided to substantiate the reason for an absence. The application and the documentation pertaining to the absence must be presented to the Faculty within two working days following the scheduled date of the exam missed or as soon as the student is able, having regard to the circumstances underlying the absence. Students with special needs (University Calendar 25.2): Students with disabilities or special needs that might interfere with their performance should contact the professor at the beginning of the course with the appropriate documentation. Every effort will be made to accommodate such students, but in all cases prior arrangements must be made to ensure that any special needs can be met in a timely fashion and in such a way that the rest of the class is not put at an unfair disadvantage. Exam arrangements: SSDS (Specialized Support and Disability Services) and the student, with the approval of the course instructor, determine exam accommodations. Assessments and/or documentation of the need for accommodation are required. At the beginning of each term, the student meets with instructors to review the exam arrangements which will be used. They provide a Letter of Introduction from SSDS verifying the nature of the accommodations required due to the disability. A few weeks before each exam, the student completes an Exam Schedule form, for SSDS, outlining scheduled exam dates, times, etc. The student then takes an Exam Instructions and Authorization form to the instructor. The instructor is asked to complete the form and enclose it with the exam and arrange to have it delivered or mailed to SSDS. In administering exams, SSDS follows university protocol and only makes accommodations as required due to the disability. Exams are usually set to overlap with the time the professor has set the in-class exams. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. (GFC 29 SEP 2003) EXCERPTS FROM THE CODE OF STUDENT BEHAVIOUR (University Calendar Appendix A) (UPDATED EFFECTIVE MAY 1, 2003) 30.3.2(1) Plagiarism No Student shall submit the words, ideas, images or data of another 30.3.2(2)e No Student shall submit in any course or program of study any person as the Student's own in any academic writing, essay, thesis, academic writing, essay, thesis, report, project, assignment, presentation project, assignment, presentation or poster in a course or program of or poster containing a statement of fact known by the Student to be false study. or a reference to a source the Student knows to contain fabricated claims 30.3.2(2) Cheating (unless acknowledged by the Student), or a fabricated reference to a 30.3.2(2)a No Student shall in the course of an examination or other source. similar activity, obtain or attempt to obtain information from another Student or other unauthorized source, give or attempt to give 30.3.6(4) Misrepresentation of Facts information to another Student, or use, attempt to use or possess for No Student shall misrepresent pertinent facts to any member of the the purposes of use any unauthorized material. University community for the purpose of obtaining academic or other 30.3.2(2)b No Student shall represent or attempt to represent him or advantage. See also 30.3.2(2) b, c, d and e. herself as another or have or attempt to have himself or herself represented by another in the taking of an examination, preparation of a paper or other similar activity. See also misrepresentation in 30.3.6(4). 30.3.2(2)c No Student shall represent another s substantial editorial or compositional assistance on an assignment as the Student s own work. 30.3.2(2)d No Student shall submit in any course or program of study, without the written approval of the course Instructor, all or a substantial portion of any academic writing, essay, thesis, research report, project, assignment, presentation or poster for which credit has previously been obtained by the Student or which has been or is being submitted by the Student in another course or program of study in the University or 30.3.6(5) Participation in an Offence No Student shall counsel or encourage or knowingly aid or assist, directly or indirectly, another person in the commission of any offence under this Code. The Truth In Education (T*I*E) project is a campus wide educational campaign on Academic Honesty. This program was created to let people know the limits and consequences of inappropriate academic behavior. There are helpful tips for Instructors and Students. Please take the time to visit the website at: http://www.ualberta.ca/tie

elsewhere. Amendments to the Code of Student Behaviour occur throughout the year. For the most recent version of the Code, visit the University Secretariat website at http://www.ualberta.ca/~unisecr/appeals.htm NOTICE TO INSTRUCTORS REGARDING PLAGIARISM, CHEATING, MISREPRESENTATION OF FACTS AND PARTICIPATION IN AN OFFENCE The U of A considers plagiarism, cheating, misrepresentation of facts Cheating (Continued) and participation in an offence to be serious academic offences. 30.3.2(2)c No Student shall represent another s substantial Plagiarism, cheating, misrepresentation of facts and participation editorial or compositional assistance on an assignment as the in an offence can be avoided if students are told what these Student s own work. offences are and if possible sanctions are made clear at the outset. 30.3.2(2)d No Student shall submit in any course or program of Instructors should understand that the principles embodied in the study, without the written approval of the course Instructor, all Code are essential to our academic purpose. For this reason, or a substantial portion of any academic writing, essay, thesis, instructors will be fully supported by Departments, Faculties and research report, project, assignment, presentation or poster for the University in their endeavours to rightfully discover and which credit has previously been obtained by the Student or pursue cases of academic dishonesty in accordance with the which has been or is being submitted by the Student in another Code. course or program of study in the University or elsewhere. At the beginning of each term, we ask you to review with your 30.3.2(2)e No Student shall submit in any course or program of students the definitions of plagiarism and cheating. We are now study any academic writing, essay, thesis, report, project, also asking you to review with your students the definition of assignment, presentation or poster containing a statement of Misrepresentation of Facts and Participation in an Offence. Your fact known by the Student to be false or a reference to a source co-operation and assistance in this matter are much appreciated. the Student knows to contain fabricated claims (unless 30.3.2(1) Plagiarism acknowledged by the Student), or a fabricated reference to a No Student shall submit the words, ideas, images or data of another source. person as the Student's own in any academic writing, essay, thesis, 30.3.6(4) Misrepresentation of Facts project, assignment, presentation or poster in a course or program of No Student shall misrepresent pertinent facts to any member of study. the University community for the purpose of obtaining academic 30.3.2(2) Cheating or other advantage. See also 30.3.2(2) b, c, d and e. 30.3.2(2)a No Student shall in the course of an examination or other 30.3.6(5) Participation in an Offence similar activity, obtain or attempt to obtain information from No Student shall counsel or encourage or knowingly aid or another Student or other unauthorized source, give or attempt to assist, directly or indirectly, another person in the commission of give information to another Student, or use, attempt to use or any offence under this Code. possess for the purposes of use any unauthorized material. The Truth In Education (T*I*E) project is a campus wide 30.3.2(2)b No Student shall represent or attempt to represent him or educational campaign on Academic Honesty. This program was herself as another or have or attempt to have himself or herself created to let people know the limits and consequences of represented by another in the taking of an examination, preparation inappropriate academic behavior. There are helpful tips for of a paper or other similar activity. See also misrepresentation in Instructors and Students. Please take the time to visit the website 30.3.6(4). at: http://www.ualberta.ca/tie