SPEECH 1001 - Linguistics for Speech Pathology A

North Terrace Campus - Semester 2 - 2022

In this course, students will be introduced to the fundamentals of the English language at the sound, structural and social levels. The core concepts of linguistics, specifically phonetics and phonology, morphology, syntax, semantics and pragmatics will be explored. This is a fundamental foundation topic for speech and language development, speech and language disorder, voice differences and disorders as well as aural rehabilitation. Students will also be introduced to different communication analysis techniques at sound, word and sentence levels, and these techniques will be explored further in Linguistics for Speech Pathology B.

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Course Details

Course Code	SPEECH 1001
Course	Linguistics for Speech Pathology A
Coordinating Unit	Sch of Allied Hlth Sci & Prac
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Restricted to Bachelor of Speech Pathology (Honours) students only
Assessment	Examination, various assignments and continuous assessment tasks

Course Staff

Course Coordinator: Lucy Farrar

Course Coordinator: Lucy Farrar
Phone: +61 8 8313 7206
Email: lucy.farrar@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Timetable information can be found in the MyUni website for this course.

Course Learning Outcomes

1	Compare and explain the subsystems of language.
2	Apply the international IPA to transcribe and describe the articulatory features of any word of English.
3	Analyse the morphology of English words.
4	Categorise the word class of any word of English in a language sample.
5	Critically analyse theories of psycholinguistics and sociolinguistics, and apply these to explore how language is learned, evolves, and is shaped by cultural, historical, social factors.
6	Contrast key linguistics features of Standard Australian English, Aboriginal Englishes, and Indigenous Australian languages.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 5, 6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	5, 6
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	-
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	5, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	5, 6
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 5, 6

Learning Resources

Required Resources

McAllister & Miller (2013) Introductory Linguistics for speech and language therapy practise. Wiley

Cox & Fletcher (2017) Australian English: Pronunciation and transcription. Cambridge University Press

Online Learning

All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
Learning & Teaching Activities

Learning & Teaching Modes

The approach to learning and teaching involves students’ progression through a series of topics addressing introductory concepts of linguistics applicable to speech pathologists. The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete online activities available on My Uni prior to their weekly tutorial. Additionally, students will have access to recommended readings and resources, both online and through the library that support lecture and tutorial content. Lectures will provide students with content that they will be able to practise, apply and/or discuss and reflect on in their tutorials. Content will be delivered in an integrated manner, as some topics are closely linked and hence will overlap providing a holistic learning experience.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Tutorials: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Tutorial Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 4 hours per week = 48 hours
TOTAL = 152 hours

Learning Activities Summary

No information currently available.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
Examination	Summative	40%	1, 2, 3, 4, 5, 6
Assignment	Summative	20%	1, 5
Continuous Assessment	Formative & Summative	40%	2, 3, 4

Detailed information, including due dates, can be found in the MyUni wesbite for this course.

Assessment Detail

Examination (40%): Students will complete a written examination during the University Examination period in which they will be required to complete questions in varying formats that will evaluate student understanding and growth of knowledge in linguistics.

Assignment (20%): Students will be assigned to a small group for this task. In their group, students will select a language which provides a case study to explore concepts of language revivalism, language evolution, and/or language loss.

Continuous Assessment (40%):

Assessment 1: IPA transcription task (10%) - Summative online test
Students will be required to complete an online test examining their ability to use the international IPA to transcribe and articulatory describe words of English.

Assessment 2: Morphemic analysis (10%) - Summative online test
Students will be required to complete an online test examining their ability to analyse the morphology of English words.

Assessment 3: Word categorisation task (10%) - Summative online test
Students will be required to complete an online test examining their ability to categorise the word class of words within an English language sample.

Assessment 4: Reflective Portfolio (10%) - The Portfolio submission is comprised of three parts:
1. A reflective entry of up to 500 words that addresses elements of your learning during your course and how this relates to the Professional Standards.
2. Use the Competency template to map the assessment components and/or other course learning activities you have identified according to the Professional Standards.
3. Append and number the evidence you are presenting and document this into the Competency template (the assessment or learning activities completed).

Submission

Detailed information on assessment task submission can be found in the MyUni website for this course.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator