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COURSE SYLLABUS: HCS 6368.002

Language Acquisition
Fall 2007

Class Time: Wednesday, 1:00 – 3:45 p.m.

Location: Callier CD J.204
Instructor: Dr. Anne van Kleeck
e-mail: annevk@utdallas.edu
Phone: 214-905-3147
Office: Callier-Dallas A101
Office hours: Wednesday 4:00 – 5:00 PM; Other times by appointment

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

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
children’s language samples (Std III-B, III-C, III-D).
• Describe how different dialects and different first languages might influence children’s
development of English in systematic ways (Std. III-B, III-C. III-D, III-F, III-G).
• 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 profoundly 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 (Std. IV-G).
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SPECIFIC COURSE GUIDELINES

• Since this class meets only once per week, class attendance is critically important. Attendance
requires arriving on time and staying until the scheduled ending time of class.
• Please remember to turn off cell phones. If you know you may need to be reached in an
emergency, please use the silent options on your phone and leave the classroom to answer
the call. I would appreciate it if you would let me know prior to the start of class time that you
will need to have your phone on.
• Assignments are due at the BEGINNING of class. In cases of illnesses and/or emergencies,
contact me before class and arrange to have any assignments due turned in by a classmate.
• Make up exams will not be given.
• Please use APA style in your writing (see for example, how to cite references, and the specific
ways to avoid using sexist language). Some possibly helpful websites include:
http://www.uwsp.edu/psych/apa4b.htm; http://webster.commnet.edu/apa/index.htm;
http://www.psychwww.com/resource/apacrib.htm.
• Please keep a copy of all homework and study guides turned in.
• If you do not understand the reason you received a specific grade on any exam, I definitely
want you to talk with me about it. If you believe a grade should be reconsidered, take time to
review my comments about your work and follow these instructions:
1. Please wait at least 24 hours after you received the grade, but no more than one week
to respond to me in writing about it.
2. Submit to me your carefully reasoned written explanation (minimum of one page, and
maximum of two pages) of why you believe you deserve more credit than you
received on a particular assignment (why your response was a valid one), including
cited references where relevant. Please specify the amount of credit you think you
deserve. Attach the original evaluation to your memo.
3. I will carefully consider your request, and will contact you via e-mail within one week
with my decision about your request. You may, of course, also come and speak to me
in person about the matter after you have received my decision.
• Please feel free to drop in during office hours to ask questions, or discuss any concerns
regarding the class. If the posted times are not possible for you, other meeting times can be
scheduled by appointment. The easiest way to reach me is probably by e-mail, which I usually
check at least once a day. If you’d like to make an appointment at a time other than posted
office hours, please e-mail several options of times you might be available.

REQUIRED READINGS AND MATERIALS

1. Readings highlighted in grey in the “Assignments and Calendar” section below are
available for you to download for free from the UTD Library because the library has
electronic subscriptions to the journals in which they appear.

2. Other readings, homework assignments, and class notes are in a course packet that may
be purchased at:

Off Campus Books (NEW LOCATION --behind Braums; not next to it)
561 W. Campbell Road, Suite 210
Richardson, TX 75080
972-907-8398
e-mail: rleepertx@aol.com (Rachel Leeper)
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ASSIGNMENTS AND CALENDAR (These descriptions and timelines are subject to change at
the discretion of the instructor)

CLASS LECTURE READING AUTHORS, TITLES, AND Reading

TOPIC PUBLICATION DATE* & HOMEWORK DUE DATES

Introduction

Impact of language van Kleeck & Richardson, 1987, The role of language in August 29
on development development
August 29
Lang. components Owens, 2008a, The territory

Phonological Stoel-Gammon & Dunn, 1985, Normal phonological Sept. 5

development development

Cultural Issues van Kleeck, 1994, Potential cultural bias in training parents Sept. 5
as conversational partners with their language-delayed
(September 26)

children
EXAM 1

Homework: Phonological Processes Practice Sept. 12

Madding, 2002, Socialization practices of Latinos Sept. 12

Westby, 1994, The effects of culture on genre, structure, Extra Credit

and style of oral and written texts (recommended only) Study Guide

Family factors Owens, 2008b, The social and communicative bases of early Extra Credit
language (recommended only) Study Guide

Owens, 2008c, Language-learning and teaching processes & Sept. 19

young children

Homework: Family factors Sept. 19

Child factors Kuhl. P.K. (2004). Early language acquisition: Cracking the October 3
speech code.
(October 24)

Naigles, 2002, Form is easy, meaning is hard: resolving a October 10

EXAM 2

paradox

Syntax and McLaughlin, 1998, Developing grammar in preschoolers October 17

morphology
development Homework: Morphology October 17

Theories of language Vigil & van Kleeck, 1996, Clinical language teaching: Extra Credit
development & Theories to guide our responses when children miss our Study Guide
historical trends language targets (recommended only)

Making meaning: Pan, 2005, Semantic development October 31

(November 30)

Semantic
development
EXAM 2

Putting language to van Kleeck, no date, Pragmatics November 7

use: Pragmatic
development Bryant, 2005, Language in social contexts: The November 7
development of communicative competence

Marsh, Elfenbein, & Ambady, 2003, Nonverbal “accents” November 14

Homework: Model building November 14

*Readings in packet are in order of their due date.

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GRADING POLICY

25%: The first exam will be for one hour at the end of class (multiple choice, matching, short
answer, essay)

25%: The second exam will be for one hour at the end of class (multiple choice, matching, short
answer, essay)

NOTE: The dates set for these quizzes are subject to change due to the rate at which material
is covered in class.

25%: The third exam will be cumulative and will be for three hours during exam week (Friday,
November 29, 11:00 AM – 2 PM) (multiple choice, matching)

25%: Study Guides & Homework

These must be completed and turned in to aid in class discussion, but I will only read and
provide feedback (excellent, adequate, fair/poor) occasionally on randomly chosen work.

All except five turned in on date due, & all randomly chosen work is excellent: 25%
Six not turned in, or randomly chosen work sometimes adequate: 15%
Seven not turned in, or randomly chosen work sometimes fair/poor: 10%
More than seven not turned, or randomly chosen work consistently fair/poor: 0%

Extra
Credit:
You may submit Study Guides for all three of the following articles (available upon request) to
obtain up to a total 3% extra credit (this could bring a grade of 87% up to an A, or a 77% up
to a B). These are due, without exception, on November 7th (you will have your second exam
grade for at least a week by then), and must be considered “excellent” in order for you to
receive full credit.

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. [Available Upon Request]

Vigil, A., & van Kleeck, A. (1996). Clinical language teaching: Theories and principles 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. [Available
Upon Request]

Owens, R. E., Jr. (2008b) The social and communicative bases of early language. In Language
development: An introduction (7th ed., pp. 113-149). Boston: Pearson Education. [Available
Upon Request]

COMPLETE REFERENCES FOR COURSE READINGS

Bryant, J. B. (2005). Language in social contexts: Communicative competence in the preschool years.
In J. B. Gleason (Ed.), The development of language (6th ed., pp. 191-221). Boston: Pearson
Education. [Course Packet]

Kuhl. P.K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews
Neuroscience, 5, 831 - 843. [UTD Library Download]

Madding, C. C. (2002). Socialization practices of Latinos. In A. E. Brice (Ed.), The Hispanic child:
Speech, language, culture and education (pp. 68-84). Boston: Allyn & Bacon. [Course
Packet]

Marsh, A. A., Elfenbein, H. A., Ambady, N. (2003). Nonverbal "accents": Cultural differences in facial
expressions of emotion. Psychological Science, 14 (4), 373 -376 [UTD Library Download]
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McLaughlin, S. (1998). Developing grammar in preschoolers. In Introduction to language development

(pp. 305-350). San Diego: Singular Publishing Group. [Course Packet]

Naigles, L. R. (2002). Form is easy, meaning is hard: resolving a paradox in early child language.
Cognition, 86, 157 - 199 [UTD Library Download]

Owens, R. E. Jr. (2008c). Language-learning and teaching processes & young children. In Language
development: An introduction (7th ed., pp. 151-187). Boston: Pearson Education. [Course
Packet]

Owens, R. E., Jr. (2008a). The territory. In Language development: An introduction (7th ed., pp. 1-
27). Boston: Pearson Education. [Course Packet]

Pan, B. A. (2005). Semantic development: Learning the meanings of words. In J. B. Gleason (Ed.),
The development of language (6th ed., pp. 112-138). Boston: Pearson Education. [Course
Packet]

Stoel-Gammon, C., & Dunn, C. (1985). Normal phonological development. In Normal and disordered
phonology in children (pp. 15-46). Baltimore: University Park Press. [Course Packet]

Trainor, L. J., Austin, C. M., & Desjardins, R. N. (2000). Is infant-directed speech prosody a result of
the vocal expression of emotion? Psychological Science, 11(3), 1188-1195. [UTD Library
Download]

van Kleeck, A. Pragmatics: University of Texas at Austin. [Course Packet]

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. [UTD
Library Download]

van Kleeck, A., & Richardson, A. (1988). 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. [Course Packet]

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:
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• receptive and expressive language (phonology, morphology, syntax, semantics, and

pragmatics) in speaking, listening, modalities
• cognitive aspects of communication
• social aspects of 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-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 evidence-
based 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 children’s
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 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
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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 children’s 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

2. Ability to define the components of language

As measured by:
Class discussion
Successful completion of quiz items on topic

3. Identify phonological processes characteristic of children’s early speech development and speech disorders
in older children
As measured by:
Ability to accurately identify phonological processes in examples of children’s speech in
homework assignment
Successful completion of quiz items on topic
Ability to identify examples of different processes discussed in class

4. 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
Successful completion of quiz items on topic
Successful completion of homework assignment on MLU, semantic relations, & morphological
development

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

6. 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

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

8. Ability to identify and discuss endogenous variables that influence language development
As measured by:
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Successful completion of quiz items on topic

Class discussion

9. Ability to discuss, analyze, evaluate, and explain theories of language development

As measured by:
Successful completion of quiz items on topic
Class discussion

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. There are no travel and/or risk-related
activity associated with this course.

Student Conduct & Discipline

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 university’s 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 one’s own work or material that is not one’s
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 university’s 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.

E-Mail Use

The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff
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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 student email
correspondence be sent only to a student’s 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
university’s 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 respondent’s 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 Dean’s 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 semester’s
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 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
 10

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, note-taking, or mobility assistance.

It is the student’s 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.

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.

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