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Viewing: ENG 335 : Language Development

Last approved: Fri, 02 Mar 2018 09:02:30 GMT

Last edit: Thu, 01 Mar 2018 13:15:27 GMT

Catalog Pages referencing this course
Change Type
Major
ENG (English)
335
032561
Dual-Level Course
Cross-listed Course
No
Language Development
Language Development
College of Humanities and Social Sciences
English (16ENG)
Term Offering
Spring Only
Offered Alternate Years
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Jeff Mielke
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3030NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16ENGBA-16LLTEnglish BA-LiteratureElective
16ENGLBAEnglish BAElective
16ENGLBA-16ENGLCRWEnglish BA-Creative WritingElective
16ENGLBA-16ENGLFLMEnglish BA-FilmElective
16ENGLBA-16ENGLLWREnglish BA-Language, Writing, and RhetoricElective
16ENGLBA-16ENGLTEDEnglish BA-Teacher EducationElective
16ENGLBA-16ENGLMEnglish BA-MinorElective
This course addresses syntactic, semantic, morphologic, and pragmatic development from birth through adolescence, explores the influence of cognitive and social development on language development, and contrasts first language acquisition with second language learning.

This is an existing COM course (COM 335) being converted to an ENG course as English has the instructional resources and expertise to include the course as part of its socio-linguistics program.  


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of Humanities and Social SciencesKen ZgackiMay 1, 2017

Having Jeff teach COM 315 in the fall is part of larger process of moving a couple of classes long taught in my department, by Dan DeJoy, to English. The process was initiated several years ago when Walt [Wolfram] and Dan talked about the possibility of migrating some of Dan's courses to English once Dan retired.

As it turns out, Dan is starting phased retirement in the fall. In addition, his line in Communication Disorders will not be replaced by another faculty member in that area since my dept phased out the Com Disorders concentration several years ago. Hence, by the time Dan retires in earnest in Spring 2020, I expect that two of his courses - Phonetics and Language Acquisition - will be moved permanently to English. For this reason, there's probably no reason to crosslist these classes, as at some point down the road they will no longer be taught by anyone (or offered) in my department.

All things considered, this transition should result in a net gain of SCHs for English once the transition is complete and English permanently takes over the courses mentioned above.

At some point my Associate Head, Liz Craig, should coordinate with Jason Miller to make sure the minor course actions (detailing the change in prefixes) get processed.

Ken Zagacki
The course will be entered in rotation with the professor's existing course load allowing qualified graduate students to step into some of the lower level undergraduate courses he has been teaching.

Student Learning Outcomes

By the end of the semester the student will be able to:


1. Describe the major theories concerning language development


2. Describe the major cognitive bases of early language development


3. Describe the major perceptual bases of early language development


4. Differentiate communication, language, and speech


5. Describe the rule systems of language: phonology, morphology, syntax, semantics, and pragmatics


6. Describe early language learning strategies


7. Describe the basic functions of the brain in language development and the concept of executive function


8. Describe the social and communication bases of early language development


9. Describe the characteristics of first words and early word combinations


10. Describe the major characteristics of phonological development and the concept of phonological processes


11. Describe the development of language form in preschool children


12. Calculate MLU from a language sample


13. Describe the important considerations in the collection of a representative language sample from a child


14. Conduct a quantitative analysis of a language sample  


Evaluation MethodWeighting/Points for EachDetails
Test80%4 tests (including final exam; 20% each)
Quizzes9%3 quizzes (3% each)
Project11%Group Project
TopicTime Devoted to Each TopicActivity
n/a: see syllabus

aeherget (Wed, 07 Feb 2018 15:48:36 GMT): AECHH: Removing the GEP attribute to sync with the syllabus and other CIM fields at instructor's request via email Feb. 7, 2018.
aeherget (Fri, 23 Feb 2018 16:11:13 GMT): AECHH: Uploading updated syllabus based on friendly suggestions from the Feb. 21, 2018, UCCC meeting at instructor's request via email 2/22/2018 and 2/23/2018.
Key: 16601