Course Syllabus Course Information Course Number/Section Course Title Term Days & Times Location

Course is cross-listed as HCS 6368-001 (80906); ACN 6368-001 (80065) ; PSYC 6368-001 (81147) Language Development Fall 2011 Wednesdays 2:30 5:15 PM Callier Dallas A.105

Professor Contact Information Professor Anne van Kleeck, PhD Office Phone 214-905-3147 (not currently working) Email Address annevk@utdallas.edu (much better contact option) Office Location CD A.XXX Office Hours Wednesdays, 12:30 1:30 PM or by appointment COURSE PRE-REQUISITES, CO-REQUISITES, AND/OR OTHER RESTRICTIONS None. Students may have had previous coursework in language development, but this is not essential. Microsoft WORD. Please have the most recent version of Microsoft WORD installed on your computer. There are student prices available at the UTD Technology Store at www.utdtechstore.com (Microsoft WORD or Office 2010 for PCs & Office 2011 for MACs). Many of the files on are in the .docx format and they may not open if you do not have these versions (they might with the previous version for MAC, though). COURSE DESCRIPTION The goals of this course are to consider the developmental trajectories of the different components of language; to consider the varied and critical roles of language in human development; to understand the impact of culture, different languages, child factors and the environment on development; and to be introduced to the theoretical perspectives driving research and thinking in this area of inquiry. STUDENT LEARNING OBJECTIVES Doctoral Students in Psych Sciences & CLLD: 1. Foundation in Psychological Sciences: a. Students will recognize and distinguish among fundamental concepts and theories in psychological sciences. b. Assessed by: i. Essay & multiple choice questions assessing target content of core courses ii. Assignments & Activities scored via rubrics 2. Critiquing Research: a. Students will compare, summarize, and critically evaluate research findings and theories in their major area of study. b. Assessed by: i. Essay questions assessing theories and research findings in core & advanced courses ii. Class presentations

iii. Paper 3. Teaching: Doctoral Students a. Students will demonstrate the ability to teach in psychological sciences. b. Assessed by: Class presentations scored via rubric Goals of readings (not all readings will be covered in class, and not all class material will be covered in readings): As this is a survey course, and an introduction to the topic for some students, different readings have been assigned with different goals in mind. These include: 1. Providing chapters from language development textbooks and handbooks that will be particularly helpful to those new to the study of language development, and will provide an update and review for those who have had previous coursework in language development (study guides are provided for most of these in order to narrow the amount of detail students are responsible for in this broad survey of the topic) Sampling current empirical research within and across the various domains of language development Making connections between language development and other areas of development, such as cognition Making the connections that exist across the domains of language development apparent (because we separate the domains only for heuristic purposes) Re-evaluating known facts in language development

2. 3. 4. 5.

Goals of different application activities: 1. 2. Giving students the opportunity to review or practice concepts covered Giving students some hands-on experience with analyzing childrens language from various perspectives.

GRADING POLICY Masters students and Doctoral students in other areas: 40%: The first exam Oct 5th (multiple choice, matching, short answer, essay) 40%: 2nd cumulative exam Nov. 30th 10% Attending all classes & coming to class with readings completed and prepared to participate thoughtfully in class discussion. 10% On-time completion of readings/study guides and application activities at a graduate level of quality. Doctoral students in Psychological Sciences and CLLD: 30%: The first exam Oct 5th (multiple choice, matching, short answer, essay) 30%: 2nd cumulative exam Nov. 30th 30%: Paper & presentation 20% Complete reference list: September 15th 50% Paper Due: October 27th 30% Class presentation (date to be assigned)

10%: Class attendance and on-time completion of readings/study guides and application activities at a graduate level of quality, coming to class with readings completed and prepared to participate thoughtfully in class discussion. NOTE: MAKE UP EXAMS WILL NOT BE GVEN. Plus/minus grading scale (UTD does not provide an A+ option): A AB+ B BC+ C eLearning: Users can log directly into the course by using the following URL: https://elearning.utdallas.edu/webct/logonDisplay.dowebct 94.5 - 100+ 89.5 - 94.4 86.5 - 89.4 84.5 - 86.4 79.5 - 84.4 76.5 - 79.4 69.5 - 76.4

Topics, Readings, & Assignments (These descriptions and timelines are subject to change at the discretion of the Professor) To access your readings: Several (18) of your readings (marked with an asterisk) are available online as electronic reserves at the IRL below. Note that you CANNOT Download All As Zip. http://bit.ly/pufoLn The password for access to your electronic reserves can be found on eLearning. Most of the remaining readings are available for free download, because they are available electronically from the UTD library and you are an enrolled student. A few readings are from other sources (e.g., free on-line downloads) and can be found in the Reading Assignment folder on Home page of eLearning. In the following schedule of topics and readings: SG = Study Guide available in eLearning folder called Study Guides * = available at Website above

Problems with PowerPoint August 31st Readings: Bumiller, E. (April 26, 2010). We have met the enemy and he is PowerPoint, New York Times (2 pages) Tufte, E. (2003, September). Power Point is evil. WIRED. 1. Why study language development? Moving beyond its role in communication August 31st readings (38 pages required) *van Kleeck & Richardson (1987), The role of language in development (6 pages) (from a chapter) SG1 SG2: Cimpian et al. (2007), Subtle linguistic cues affect childrens motivation (2 pages) (journal article) Dessalegn & Landau (2008), More than meets the eye (6 pages) (journal article) Kray et al. (2006), Language and action control (4 pages) (journal article) Hayes, St. C & E V. Gifford (1997). The trouble with language: Experiential avoidance, rules, and the nature of verbal events. Psychological Science, 8 (3) 170 173 (3 pages) (journal article). No Study Guide. Read and be prepared to discuss. DeLoache, J. S., Ganea, P. A., & Jaswal, V. K. (2009) Early learning through language. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 119 140). New York: Taylor & Francis Group (17 pages) (book chapter). SG3 2. Components of language September 7th reading (32 pages required) *Owens, (2008a), The territory (23 pages) (book chapter) SG4 3. Broad Cultural Issues September 7th readings (continued) *van Kleeck (1994), Potential cultural bias in training parents as conversational partners with their language-delayed children (9 pages) (journal article) SG5

September 14th readings (37 pages required) SG6: Westby (2007), Being smart in a diverse world (6 pages) (journal article: assignment folder) Rogoff, B. Moreli, G. A., & Chavajay, P. (2010). Childrens integration in communities and segregation from people of differing ages. Perspectives on Psychological Science, 5 (4), 431 440 (7 pages). RECOMMENDED ONLY: Park, D. & Huang, C-M. (2010). Culture wires the brain: A cognitive neuroscience perspective. Perspectives on Psychological Science, 5 (4), 391 400 (8 pages). 4. Infancy (across domains) September 14th readings (continued) SG7: Gomez et al. (2006), Naps promote abstraction in language-learning infants (4 pages) (journal article) Bryant & Barrett (2007), Recognizing intentions in infant-directed speech (5 pages) (journal article) Kovacs & Mehler (2009), Flexible learning of multiple speech structures in bilingual infants. (1 pages) (journal article) Christakis et al. (2009), Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. (4 pages) (journal article) September 21st (59 pages required) SG8: Kuhl, P.K. (2004), Early language acquisition: Cracking the speech code (10 pages) (journal article: assignment folder) Massaro, D. W. (1998). Categorical perception: Important phenomenon or lasting myth? (3 pages) (journal article) Infant Speech Perception: http://www.youtube.com/watch?v=dAU5CAl1U6M&feature=related http://www.youtube.com/watch?v=WXWGnryjEaY http://www.youtube.com/watch?v=Ew5-xbc1HMk&NR=1

*Goldin-Meadow (2009), From gesture to word (15 pages) (book chapter) SG9

5. Theories of Language Development September 21st readings *Vigil & van Kleeck (1996) Clinical language teaching: Theories to guide our responses when children miss our language targets. (30 pages) (book chapter) SG10 September 28th readings: SG11: Tomasello (2000) The item based nature of childrens early syntactic development. *Tomasello, M. (2009) The usage-based theory of language acquisition. Hohenberger & Peltzer-Karpf (2009), Language learning from the perspective of nonlinear dynamic systems (24 pages) (journal article: assignment folder) SG12 EXAM 1: October 5th 6. Phonological development October 12th readings *Stoel-Gammon & Dunn (1985), Normal phonological development (28 pages) (book chapter) SG13 *Stoel-Gammon, C. & Sosa, A. V. (2007), Phonological development (16 pages) (book chapter) SG14 Goldstein & Schwade (2008), Social feedback to infants babbling facilitates rapid phonological learning (8 pages) (journal article) SG15 Application activity #1 (AA1): Analyzing phonological processes (due next class) Video files: Listen to seven very short audio files at: http://childes.psy.cmu.edu/topics/clips/clips.html 14 short video files, most of sound development, but a few of other early communication skills:

http://www.babyzone.com/baby/nurturing/photos_language_development_mi lestones 7. Morpho-Syntactic Development October 19th readings: SG16 *Owens (2008b) Preschool development of language form (38 pages) (book chapter) Wagner, L., Swensen, L. D., & Naigles, L. R. (2009). Childrens early productivity with verbal morphology. Leonard, L. & Deevy, P. (2011). Input distribution influences degree of auxiliary use by children with specific language impairment. On-line video clips on question formation: How children ask questions AND What do you think what she said? http://www.uga.edu/lsava/Topics/Language%20Acquisition/Language %20Acquisition.html 8. Semantic Development October 26th readings: *Pan & Uccelli (2009), Semantic development (27 pages) (book chapter) SG17 SG18: Nelson et al. (2004), When children ask, What is It? what do they want to know about artifacts? (5 pages) (journal article) SG Nurmsoo & Bloom (2008), Preschoolers perspective taking in word learning (3 pages)(journal article) Shatzman & McQueen (2006), Prosodic knowledge affects the recognition of newly acquired words (4 pages) (journal article) McMurray, B. (2007). Defusing the childhood vocabulary explosion (1 page) (journal article) Application activity # 2 (AA2): Linguistic Ambiguity Humor (due next class)

9. Putting Language to Use: Pragmatic Development

Application activity: Model building instructions analysis of two children (due next week) November 2nd readings (34 pages) *van Kleeck, no date, Pragmatics (6 pages + tables) SG19 *Bryant (2009), Language in social contexts: Communicative competence in the preschool years (26 pages) (book chapter) SG20 Marsh, Elfenbein, & Ambady, N. (2003), Nonverbal accents: Cultural differences in facial expressions of emotion. (2 pages) (journal article) SG21 November 9th assignment and readings: Application activity # 3 (AA3): Model building instructions analysis of two children Cameron, D. (2007). What language barrier? Banse, R., Gawronski, B., Bebetz, C., Gutt. H., & Morton, J. B. (2010). The development of spontaneous gender stereotyping in childhood: Relations to stereotype knowledge and stereotype flexibility. Developmental Science, 13 (2), 298 306. 10. Narrative Development November 9th readings continued: *Berman (2009). Language development in narrative contexts (20 pages) (book chapter) Summarize (no study guide) November 16th reading: *Westby (1994), The effects of culture on genre, structure, and style of oral and written texts (31 pages) (book chapter) SG22 November 20th (NOTE: This is on SUNDAY, & is in lieu of the evening before Thanksgiving) No additional readings due on November 20th. FINAL EXAM: November 30th Full References for Readings Banse, R., Gawronski, B., Bebetz, C., Gutt. H., & Morton, J. B. (2010). The development of spontaneous gender stereotyping in childhood: Relations to

sterotype knowledge and stereotype flexibility. Developmental Science, 13 (2), 298 306. Berman, R. A. (2009). Language development in narrative contexts. In E. L. Bavin (Ed.), The Cambridge Handbook of Child Language (pp. 355 - 375). Cambridge: Cambridge University Press. Bryant, G. A. & Barrett, H. C. (2007). Recognizing intentions in infant-directed speech: Evidence for universals. Psychological Science, 18(8), 746 751. Bryant, J. B. (2009). Language in social contexts: Communicative competence in the preschool years. In J. B. Gleason & N. B. Ratner (Eds.), The development of language (7th ed., pp. 192-226). Boston: Pearson Education. Bumiller, E. (April 26, 2010). We have met the enemy and he is PowerPoint, New York Times. Cameron, D. (2007). What language barrier? The Guardian, October 1, 2007. Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., Gray, S. & Yapanel, U. (2009). Audible Television and Decreased Adult Words, Infant Vocalizations, and Conversational Turns: A Population-Based Study. Archives of Pediatrics & Adolescent Medicine, 163(6), 554 558. Cimpian, A., Aree, H. C., Markman, E. M., & Dweck, C. S. (2007), Subtle linguistic cues affect childrens motivation. Psychological Science, 18(4), 314 316. DeLoache, J. S., Ganea, P. A., & Jaswal, V. K. (2009) Early learning through language. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 119 140). New York: Taylor & Francis Group (17 pages) (book chapter). SG3 Dessalegn, B. & Landau, B. (2008), More than meets the eye: The role of language in binding and maintaining feature conjunctions. Psychological Science, 19(2), 189 195. Goldin-Meadow, S. (2009). From gesture to word. In E. L. Bavin (Ed.), The Cambridge Handbook of Child Language (pp. 145 - 160), Cambridge: Cambridge University Press. Goldstein, M. H. & Schwade, J. A. (2008). Social feedback to infants babbling facilitates rapid phonological learning. Psychological Science, 19(3), 515 523. Gomez, R. L., Bootzin, R. R., & Nadel, L. (2006), Naps promote abstraction in language-learning infants. Psychological Science, 17 (8), 670 674. Hayes, St. C & E V. Gifford (1997). The trouble with language: Experiential avoidance, rules, and the nature of verbal events. Psychological Science, 8 (3) 170 173 (3 pages) (journal article). No Study Guide. Read and be prepared to discuss. Hohenberger, A. & Peltzer-Karpf, A. (2009). Language learning from the perspective

of nonlinear dynamic systems. Linguistics, 47(4), 481 511. Kovacs, A. M. & Mehler, J. (2009). Flexible learning of multiple speech structures in bilingual infants. Science, 31, 611 612. Kray, J., Eenshuistra, R., Kerstner, H., Weidema, M. & Hommel, B. (2006), Language and action control: The acquisition of action goals in early childhood. Psychological Science, 17(9), 737 741. Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831 - 843. Leonard, L. & Deevy, P. (2011). Input distribution influences degree of auxiliary use by children with specific language impairment. Cognitive Linguistics, 22(2), 247 273. Marsh, A. A., Elfenbein, H. A., Ambady, N. (2003). Nonverbal "accents": Cultural differences in facial expressions of emotion. Psychological Science, 14 (4), 373 -376 . Massaro, D. W. (1998). Categorical perception: Important phenomenon or lasting myth? Proceeding of the International Congress of Spoken Language Processing. Sydney, Australia. McMurray, B. (2007). Defusing the childhood vocabulary explosion. Science, 317, 631. Nelson, D. G., Egan, L. C., & Holt, M. B. (2004). When children ask, what is it? what do they want to know about artifacts? Psychological Science, 15 (6), 384 - 389. Nurmsoo & Bloom (2008), Preschoolers perspective taking in word learning: Do they blindly follow eye gaze? Psychological Science, 19(3), 211 215. Owens, R. E. Jr. (2008b). Preschool development of language form. Chapter in book by Owens Language development: An introduction (7th ed., pp. 151-187). Boston: Pearson Education. Owens, R. E., Jr. (2008a). The territory. Chapter in book by Owens Language development: An introduction (7th ed., pp. 1-27). Boston: Pearson Education. Pan, B. A. & Uccelli, P. (2009). Semantic development: Learning the meanings of words. In J. B. Gleason & N. B. Ratner (Eds.), The development of language (7th ed., pp. 104-138). Boston: Pearson Education. Shatzman, K. B. & McQueen, J. M. (2006). Prosodic knowledge affects the recognition of newly acquired words. Psychological Science, 17(5), 372 377. Stoel-Gammon, C. & Sosa, A. V. (2007). Phonological development. In E. Hoff & M. Shatz (Eds), Blackwell handbook of language development (pp. 238 256). Malden, MA: Blackwell Publishing.

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Stoel-Gammon, C., & Dunn, C. (1985). Normal phonological development. In Normal and disordered phonology in children (pp. 15-46). Baltimore: University Park Press. Tomasello, M. (2000) The item based nature of childrens early syntactic development. Trends in Cognitive Science, 4 (4), 156 163. Tomasello, M. (2009) The usage-based theory of language acquisition. In E. L. Bavin (Ed.), The Cambridge Handbook of Child Language (pp. 69 87), Cambridge: Cambridge University Press. van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their language-delayed children. American Journal of Speech Language Pathology, 3, 67-78. van Kleeck, A. (no date). Pragmatics: University of Texas at Austin. van Kleeck, A., & Richardson, A. (1988). The role of language in development. From chapter entitled: Language delay in the child. In N. Lass, L. McReynolds, J. Northern & D. Yoder (Eds.), Handbook of speech-language pathology and audiology (pp. 675-681). Philadelphia: B.C. Decker, Inc. Vigil, A. & van Kleeck, A. (1996) Clinical language teaching: Theories to guide our responses when children miss our language targets. In M. Smith & J. Damico (Eds.), Childhood Language Disorders (pp. 64 96). New York: Thieme Medical Publishers. Wagner, L., Swensen, L. D., & Naigles, L. R. (2009). Childrens early productivity with verbal morphology. Cognitive Development, 24, 223 239. Westby, C. (2007), Being smart in a diverse world. Communication Disorders Quarterly, 29(1), 7 13. Westby, C. (1994). The effects of culture on genre, structure, and style of oral and written texts. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 180-218). New York: Merrill.

Additional course information Field Trip Policies / Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course. Student Conduct & Discipline

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The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as ones own work or material that is not ones own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official

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student email correspondence be sent only to a students U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not

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submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, notetaking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.

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If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and riskrelated activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

Study Skill Support Students who need help with study skills, or additional help with basic writing skills are encouraged to seek assistance at the UTD Learning Resources Center: http://www.utdallas.edu/dept/ugraddean/lrc.html ADDITIONAL STUDENT LEARNING OBJECTIVES for those seeking masters degrees in SLP For students in this course who are masters students in speech-language pathology, this course has been designed to ensure that students demonstrate required knowledge and skill as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in Speech-Language Pathology. The specific standards addressed in this class are: III-B, III-C, III-D, III-F, III-G, and IV-G Students will be able to: Analyze myriad perspectives regarding the role of language in human development (that extend far beyond its obvious role in communication), and speculate regarding the many and varied ways in which development might therefore be affected by a language and/or communication delay or disorder (Std. III-B, III-C). Define the various components of language and the basic terminology used to discuss them (Std. III-B). Recall the developmental sequences in English of the various components of language (phonology, syntax, morphology, semantics, & pragmatics) and apply them to analyzing childrens language samples (Std III-B, III-C, III-D). Describe how different dialects and different first languages might influence childrens development of English in systematic ways (Std. III-B, III-C. III-D, III-F, III-G).

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Analyze and evaluate basic theories of language development, and determine how each would influence language assessment and intervention (Std. III-B, III-C, III- D; III-F). Interpret data illuminating how cultural and linguistic differences can influence all dimensions of language development and communicative processes, compare and contrast how different cultural values and beliefs might result in different patterns of communication with children that are often not considered optimal for language development, and debate the potential applications of this information to clinical or educational practices (Std. III-B, III-C, III-D, III-F, III-G). Explain endogenous (biological, neurological, cognitive, and psychological) and exogenous (cultural, socioeconomic, and familial) factors that influence language development (Std. III-B, III-C, III-D, III-F). Analyze, synthesize, and evaluate information in order to draw conclusions from direct empirical data and reason through discrepancies presented by different data sets focused on the same area of inquiry (III-B, III-C, III-D, III-F). Apply ethical considerations and knowledge about professional issues that relate to the assessment and treatment of language delays and disorders in children

ASHA STANDARDS ADDRESSED IN THIS CLASS (including how knowledge will be conveyed and how knowledge and skill acquisition will be demonstrated) Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Specific knowledge will be demonstrated in this class in the area of normal language and communication development, including the impact of cultural and linguistic diversity on communication. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes. Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge in this course will be focussed on the range of normal development across cultural groups, which is foundational information for defining disordered development, and differentiating disordered development from development that is different. This course will foster thinking about these issues regarding: receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, modalities cognitive aspects of communication social aspects of communication

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Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes. Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Speciifc knowledge will be demonstrated in this class for language development, differences, delays, and disorders. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidencebased clinical practice. One tool we will use in this course to explore language and communication development is to look together at data sets, and think about how to best interpret them. In some cases, different data sets will appear to say different things. As such, it is critically important to be able to analyze, synthesize, and evaluate information in order to draw conclusions from direct empirical data and reason through discrepancies presented by different data sets focused on the same area of inquiry. Research is conducted and interpreted through a wide variety of theoretical lenses. For this reason, in this course students will learn to analyze and evaluate theories of language development, understand empirical evidence refuting or supporting them, and understand how they influence how research is conducted and what is focused upon in that research. All of the developmental information in this course will be based on empirical studies of childrens language development. The extent to which we can trust this data varies, however, due to such factors as the narrow range of children who have been study, the amount of research available, and the quality of research available. As a result, some things we know about communication development are much more firmly established than others. We will remain very cognizant of these issues as we explore the various topics in the class. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes. Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues. A professional issue that has become increasingly important, and will only continue to do so, relates to having as much information as possible about cultural issues that impact communication. Because communication is so very culturally shaped, we will

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be continually exploring the role of culture in each and every dimension of communication development. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes. STANDARD IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the skills outcomes [related to evaluation, intervention, and interaction and personal qualities]. In addition to clinical experiences, skills may be demonstrated through successful performance on academic coursework and examinations, independent projects or other appropriate alternative methods. Specific knowledge will be demonstrated in this class in the area of language. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion, homework projects, and quizzes. Students will demonstrate the following skills: 1. Ability to discuss the pervasive roles of language in many aspects of childrens development, and speculate about the impact a language disorder might have on those dimensions of development As measured by: Class discussion Successful completion of quiz items on topic Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques

2. Ability to define the components of language As measured by: Class discussion Successful completion of quiz items on topic Homework assignments Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques 3. Identify phonological processes characteristic of childrens early speech development and speech disorders in older children As measured by: Ability to accurately identify phonological processes in examples of childrens speech in homework assignment Successful completion of quiz items on topic Ability to identify examples of different processes discussed in class Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques Ability to recall the sequence of development of phonological, semantic, syntactic, and pragmatic skills in children learning English as a first language As measured by: Class discussion

4.

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Successful completion of quiz items on topic Successful completion of homework assignment on MLU, semantic relations, & morphological development Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques 5. Ability to describe and analyze the influence of different dialects and different first language on the development of the phonological and syntactic subsystems of English As measured by: Class discussion Successful completion of quiz items on topic Ability to identify and discuss environmental influences on language development and issues in prevention As measured by: Successful completion of quiz items on topic Class discussion Successful completion of homework assignment on family interaction patterns with young children Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques

6.

7.

Ability to interpret data illuminating how cultural values and beliefs shape the way in which interaction with young children unfolds, compare and contrast the impact different cultural practices might have on interaction patterns with young children, and debate the potential applications of this to clinical or education practices As measured by: Successful completion of quiz items on topic Class discussion Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques 8. Ability to identify and discuss endogenous variables that influence language development As measured by: Successful completion of quiz items on topic Class discussion Successful completion of readings, including answering questions about them or providing summaries or commentaries/critiques 9. Ability to discuss, analyze, evaluate, and explain theories of language development As measured by: Successful completion of quiz items on topic Class discussion Successful completion of readings, including answering questions about them or providing summaries or commentaries/critique

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