Language is one of the most important things that humans do. Our capacities for communication, abstract thought, creativity, and problem solving are often achieved through language. This makes language one of the features that define us as a species and what makes us unique. The aim of this teaching unit is to familiarize the students with what linguistics is, what it’s used for, and why it’s important to them as future Speech and Language Therapists. It also covers the major core subfields of linguistics: phonetics, phonology, morphology, syntax, semantics, narratives and pragmatics. These subfields are areas of active research in their own right, and are also prerequisite to working in a number of other subfields of linguistics which will also be covered in this teaching unit, including sociolinguistics, psycholinguistics, language variation and language change. This teaching allows students to become aware of the different components of language, to understand and use the basic linguistic terminology and concepts in their speech therapy practice as well as in their future research.

Temps présentiel : 21 heures

Charge de travail étudiant : 75 heures

Méthode(s) d'évaluation : Examen écrit, Travaux pratiques contrôlés

Référence :
• Ball, M., Fletcher, P. and Crystal, D. (2019). Grammatical Profiles: Further Languages of LARSP. Bristol UK: Multilingual Matters. E-copy available. • Borjars, K and Burridge, K. (2010). Introducing English Grammar (2nd. Ed). London: Hodder Education. • Crystal, D. (1992). Profiling Linguistic Disability. (2nd. Ed.) London: Whurr. • Fletcher, P., Ball, M. and Crystal, D. (2016) Profiling Grammar: More Language of LARSP. Bristol UK: Multilingual Matters. E-copy available. • Grundy, P. (2019) Doing Pragmatics. (4th Ed.) UK: Routledge. • McAllister, I and Miller, M. (2013). Introductory Linguistics for Speech and Language Therapy Practice. Chichester, UK: Wiley Blackwell. E-copy available. • Myers-Scotton, C. (2002). Contact Linguistics: Bilingual encounters and grammatical outcomes. Oxford: Oxford University Press. • Pert, S. & Letts, C. (2006). Code switching in Mirpuri speaking Pakistani heritage preschool children: bilingual language acquisition. International Journal of Bilingualism, 10(3), 349-374. • Saeed, J.I. (2015) Semantics. (4th Ed). Chichester, UK: Wiley Blackwell. • Schneider, P. (1996). Effects of pictures versus orally presented stories on story retellings by children with language impairment. American Journal of Speech–Language Pathology 5, 86–96.