Overview
This unit will introduce you to the core linguistic components of English speakers' communication, including morphology, syntax, phonology, semantics and pragmatics. You will learn about the basic units and normal grammatical patterns of English speakers, including how people process language, encode meaning and communicate on a day to day basis. You will develop an understanding of the acquisition of language, its role in communication, and how the social or cultural environment interacts with language. You will then apply this knowledge to identify people with communication disorders versus people with culturally and linguistically diverse backgrounds.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from 2019 Have Your Say
Students reported that there was too much contact time each week for this unit and that the assessment tasks were too large, with some instructions being vague and needing clarification in tutorials.
It is recommended that the assessment tasks in this unit be reviewed and length reduced where possible.
Feedback from Informal Discussion.
Students weren't consistently accessing the recorded lectures for this unit. Comments provided in discussion suggest it was due to their length and density.
It is recommended that the recorded lectures be reviewed and posted in smaller segments where possible.
- Describe and analyse the core linguistic components of morphology, syntax, phonology, semantics, and pragmatics within a speech pathology context
- Identify and analyse simple and complex English words and sentences using basic syntactic and morphological analysis skills
- Analyse communication skills with regard to language content, comprehension, processing and use
- Apply an introductory level of linguistic knowledge to describe communication across culturally and linguistically diverse settings.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 50% | ||||
| 2 - Written Assessment - 50% | ||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
Introductory Linguistics for Speech and Language Therapy Practice
(2013)
Authors: McAllister & Miller
Wiley-Blackwell
Hoboken Hoboken , NJ , USA
ISBN: 9780470671108
Binding: Paperback
Additional Textbook Information
If you prefer to study with a paper text, you can purchase one at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.zupan@cqu.edu.au
Module/Topic
About Languages
Linguistic impacts on SLP resources and practices
Language Structures
Introduction to word classes
Language and Meaning
Words and non-words
Chapter
McAllister, J., & Miller, J. (2013). ler, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 1
- Chapter 2
- Chapter 5
Events and Submissions/Topic
Module/Topic
About Languages
Language relatedness and diversity
Language Structures
Word structure and formation and MLU
Language and Meaning
Word meaning: lexemes and concepts and techniques for analysing their meaning
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 3
- Chapter 6
Events and Submissions/Topic
Module/Topic
About Languages
Languages commonly spoken in Australia
Language Structures
A closer look at characteristics of some word classes
Language and Meaning
Sentence meaning
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 4
- Chapter 5 (Review from Week 1 reading)
Events and Submissions/Topic
Module/Topic
About Languages
English dialects spoken in Australia
Language Structures
Introduction to phrases and clauses
Language and Meaning
An introduction to deixis and reference/anaphora
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 7
- Chapter 11
Events and Submissions/Topic
Module/Topic
About Languages
Traditional Australian Indigenous languages
Language Structures
Verb variables: tense and aspect; active and passive voice, modals
Language and Meaning
More on deixis and reference
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 8.4
- Chapter 11 (Review from Week 4 reading)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
About Languages
Contact languages in Australia and elsewhere
Language Structures
Basic sentence types: simple sentences
Declarative, imperative, interrogative clauses
Language and Meaning
Frames and scripts
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 8
- Chapter 12.3
Events and Submissions/Topic
Module/Topic
About Languages
Bilingualism, second language acquisition, learning other languages
Language Structures
Subordinate clauses
Language and Meaning
Metaphor, irony and humour
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 9
- Chapter 12.4
Events and Submissions/Topic
Module/Topic
About Languages
Multimodal communication and sign languages, AUSLAN
Language Structures
Untensed (non-finite) clauses
Language and Meaning
Implicature, explicature, presupposition
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 10
- Chapter 12.5-7
Events and Submissions/Topic
Module/Topic
About Languages
Language data: demographic data sources, client questionnaires
Language Structures
Coherence and cohesion
Language and Meaning
Language choices: registers/styles versus other language codes; translanguaging, code-switching; language and identity
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 14
Events and Submissions/Topic
Module/Topic
About Languages
Untangling natural L2 trajectories, cultural differences and special needs in speech language
Language Structures
Information structure: given and new, theme and focus
Language and meaning
Speech acts and conversation
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 13
- Chapter 15
Events and Submissions/Topic
Module/Topic
About Languages
Other language-based professionals
Language Structures
Syntax and narrative text organisation
Language and Meaning
More on speech acts and conversation
Chapter
McAllister, J. & Miller, J. (2013). Introductory linguistics for speech and language therapy practice. John Wiley & Sons, Ltd.
- Chapter 13 (Review from Week 10 reading)
- Chapter 16
Events and Submissions/Topic
Module/Topic
This week we will review a range of topics covered throughout the term with a specific focus on how they apply to speech pathology.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit will taught using a combination of weekly recorded lectures supported by interactive online learning activities, and a weekly face-to-face tutorial. Your recorded lectures have been sectioned into manageable 'chunks' of content so each week you will have a number of short lectures to view. To assist you with your learning, interactive learning activities will be interspersed between these lecture sections. It is expected that you will have watched the lecture recordings and completed the associated activities prior to your scheduled face-to-face tutorial each week. Your tutorials will be interactive and are designed to provide you the opportunity to apply the concepts learned in the recorded lectures.
Your lecture recordings were developed by Denise Angelo, a researcher who is currently completing her PhD in Linguistics at the Australian National University in Canberra. Your face-to-face tutorials will be with Dr. Caroline Henderson-Brooks who is a Linguist who teaches writing in the STEPS program at CQUniversity. Caroline will be conducting your tutorials online via Zoom. Your unit coordinator for this unit is Associate Professor Barbra Zupan who is the Head of Course for Speech Pathology at CQUniversity.
1 Online Quiz(zes)
You will have five online tests across the term. Each test is worth 10% of your final grade. Each test will be made available from Monday at 8:00am and will close on Wednesday at 11:59am. Each test is timed. That is, once you begin your test, you will have a maximum amount of time to complete it. The time allotted to each test may vary but this information will be available to you via Moodle at least one week prior to the test start.
The schedule for your tests is as follows:
- Week 3 (Test will open at 8:00am on 26 July, 2021 and close at 11:59am on 28 July, 2021)
- Week 5 (Test will open at 8:00am on 9 August, 2021 and close at 11:59am on 11 August, 2021)
- Week 8 (Test will open at 8:00am on 6 September, 2021 and close at 11:59am on 8 September, 2021)
- Week 10 (Test will open at 8:00am on 20 September, 2021 and close at 11:59am on 22 September, 2021)
- Week 13 (Test will open at 8:00am on 11 October, 2021 and close at 11:59am on 13 October, 2021)
Your tests will include content from readings, recorded lectures, interactive activities, and tutorials. More specific details regarding the range of content included in each test will be made available to you via Moodle at least one week prior to the test.
The total number of questions may vary for each test, but your total score for each test will be converted to a score out of 10 to ensure that each test is equally weighted toward your final grade. Each test will include a range of question types (e.g., multiple choice, short answer). Following each test you will be provided with a brief feedback sheet on your performance which is aimed to help you identify content that you are understanding well, and content that you may need to review further.
This is a must-pass assessment task. You are not required to pass each test, but must attain a minimum grade of 25/50 (50%) across all five tests.
5
Other
You will have a test in Weeks 3, 5, 8, 10, and 13. For each of these weeks, your will be available to you beginning 8:00am on Monday and will close at 11:59am on Wednesday of the same week.
Results will be returned within two weeks after the completion of each test.
Your online test will consist of a range of question types (e.g., multiple choice, true/false, short answer).
- Describe and analyse the core linguistic components of morphology, syntax, phonology, semantics, and pragmatics within a speech pathology context
- Identify and analyse simple and complex English words and sentences using basic syntactic and morphological analysis skills
- Analyse communication skills with regard to language content, comprehension, processing and use
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
2 Written Assessment
This written assessment task constitutes 50% of your final grade. This is a must-pass assessment task. You must attain a minimum grade of 25/50 (50%) in order to pass this assessment task and the unit. The task contains two parts which are each briefly described below.
Part 1
The context for this part of the assessment task will be provided to you via a video posted on Moodle. After watching that video, you will need to apply what you've learned throughout the unit about contemporary Indigenous language ecologies and contact languages to answer four questions:
- Explain what contact languages are and why they have developed in some parts of Australia.
- Sensitively discuss some of the issues that affect the status of contact languages (e.g., unfavourable comparisons to Standard Australian English or traditional First Nations languages).
- Clarify the notion of bilingualism/bidialectalism in the context of the witnessed scenario (i.e., in the What’s The Time? video). You should consider the success of the adult participants’ communication in their own language as well as the success of the switch to English by one participant when required.
- Discuss the likely English language learning context when the contact language in the video is the community-wide vernacular (i.e., the everyday language used for communication). For example, you could refer to foreign language contexts, English proficiency levels, misapprehensions due to partial lexical overlap, etc.
Part 2
For this part of the assessment task, you need to respond to three questions focused on the consideration of language differences and language ecologies for health professionals. These questions are:
- Why health professionals, including speech pathologists, need to be aware of and should always consider language differences and local language ecologies. You must include information about the issues related to using English-only assessments, and also discuss other considerations (e.g., caution that needs to be taken due to variable outcomes of L2 acquisition, and so on).
- How language contact and shift have linguistic results that might not be readily accessible in ‘official’ data sources (e.g., languages may lack standardised names, English-lexified languages are often thought to be poor English, etc.).
- The kinds of considerations and adjustments that may/can/should/should not be made by health professionals in order to work more effectively with communities and clients who speak a different language/variety. This may include ways in which the team could make accommodations/modifications to assessment and/or therapy procedures in order to respond to clients’ prospective language needs. For example, one accommodation might be made through the use of interpreters/local health personnel/family members, etc.
You have a maximum of 1500 words to answer the questions listed for both both Part 1 and Part 2 of this task.
Week 11 Friday (1 Oct 2021) 5:00 pm AEST
To be submitted via Moodle
Review/Exam Week Friday (15 Oct 2021)
You will receive feedback on your assessment task via Moodle within two weeks of the due date.
Detailed task instructions, including a comprehensive marking rubric, are available on Moodle. As outlined in that document, you will be graded against two criteria:
- Criterion 1 (35 points): Assesses the accuracy and completeness of your answers, your ability to conduct research into the relevant areas, and your demonstrated understanding of the assessed areas of knowledge.
- Criterion 2 (15 points): Assesses your ability to use appropriate writing style (e.g., syntax, spelling, punctuation) and your use of APA referencing.
- Apply an introductory level of linguistic knowledge to describe communication across culturally and linguistically diverse settings.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as eFIL. eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to):
- Recorded lectures
- H5P interactive learning activities
- Discussion forums
- Tasks set by your lecturer requiring you to email or upload content including work samples or videos
- Surveys
- Formative (i.e., non-graded) Moodle Quizzes
Review/Exam Week Monday (11 Oct 2021) 8:00 am AEST
It is recommended that you complete activities on a weekly basis, but the lecturer will grade this task for completion on Monday, 11 October 2021.
Exam Week Friday (22 Oct 2021)
Some online activities provide immediate feedback. For other eFIL activities (e.g., discussion forums), you will be provided feedback in the form of 1-2 comments by your lecturer, provided the activities are completed by 11:59pm on Sunday of the week the activity was set. For example, if an activity is set for Week 3, the activity needs to be completed by Sunday 11:59pm of Week 3 in order for you to receive feedback.
You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of an H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum).
This is a must pass assessment task (i.e., you must pass each of these two requirements to pass this assessment task and therefore the unit).
- Describe and analyse the core linguistic components of morphology, syntax, phonology, semantics, and pragmatics within a speech pathology context
- Identify and analyse simple and complex English words and sentences using basic syntactic and morphological analysis skills
- Analyse communication skills with regard to language content, comprehension, processing and use
- Communication
- Problem Solving
- Critical Thinking
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
