Course Number/Title: CD 410 Language Development Through the Lifespan
Course Credit: 3 SH
Course Placement:Spring
Course Time/Place: Tuesdays and Thursdays, 12:30 -
Course Faculty:Gilson J. Capilouto, Ph.D. CCC-SLP, ATP Office Hours:Tuesdays,
This course is designed to provide students with a comprehensive understanding
of how language is acquired and the course of language development from infancy
through advanced age. The normal progression of phonological, semantic,
morphological and pragmatic development will be emphasized. Additionally,
students will be exposed to theories about how language is acquired, the
relationship between language and literacy, the changes in language that
occur as a function of aging and cultural issues related to language acquisition
and development. Students will be exposed to current research in the
area of child language development.
Please note that CD 410 is a writing-intensive (W) course approved to fulfill
the upper tier of the graduation writing requirement (GWR). To receive W
credit for this course, you must have successfully completed the first-year
writing requirement (ENG 104 or its equivalent) and have completed at least
30 hours of coursework.
Upon completion of this course, the successful student will:
By the end of the semester, given readings, independent application activities,
examinations, and class discussion, the students will be able to demonstrate
the following learning outcomes:
ASHA Standard III-B. The applicant must demonstrate knowledge of the
basic human communication and swallowing processes, including their biological,
neurological, acoustic, psychological, developmental, and linguistic
and cultural bases.
In the area of DEVELOPMENTAL BASES, the student will be able to:
This course will address the four themes of the conceptual
framework for the UK professional education unit: research, reflection,
learning, and leading. Students will be given the opportunity to review,
analyze, discuss, and apply research from diverse perspectives in education,
including professional scholarship and practitioner inquiry, in order to
reflect on their own practices as they study, observe, and practice in P-12
school and university classrooms. Reflection will also be integrated
into students’ learning opportunities through the production of written essays
and analyses of observation and teaching experiences to help students take
advantage of the analytical and problem-solving skills that comprise critical
professional reflection on one’s own teaching. This course emphasizes the
commitment of the professional education unit to assure that its graduates
move into their professional lives equipped for life-long learning as educators
who will be active in leading colleagues in their schools, districts, and
professional organizations. The ultimate goal in addressing these four
themes is to produce teacher leaders who work together to improve student
learning among diverse populations and improve education in Kentucky and
beyond.
Integration of Syllabus with KERA Initiatives:
This course will provide students an opportunity to advance
their knowledge and mastery of the “tools” associated with Kentucky education
reform, including the Kentucky Learning Goals and Academic Expectations (LGAE),
the Kentucky Program of Studies (POS), and the Commonwealth Accountability
Testing System (CATS), which includes the Core Content for Assessment.
As students carry out projects and complete assignments that involve instructional
activities for P-12 students in Kentucky schools, they will address one or
more components of the KERA initiatives.
Integration of the Syllabus with the Themes of Diversity,
Assessment, and Technology:
All UK professional education programs address and affirm
the value of diversity in education, the use of technology to support all
aspects of instructional programming, and the importance of attaining high
levels of skill in assessing the outcomes of instruction. This course
will provide students an opportunity to demonstrate attention to these themes
and reflect on the mechanisms that this course has provided to demonstrate
improved skills in these areas.
Hulit, L. & Howard, M. (2006). Born to talk: An introduction to speech
and language development (4th ed).
American Psychological Association (2001).Publication Manual (5th ed.).
Additional readings as assigned.
Lecture Blackboard and Email
Assigned readings are provided on the tentative course schedule.
My preference is that you complete the assigned readings PRIOR to the class
so you can participate fully in class discussion and activities.
Assignments
·Written Tests:
oYou must take and successfully
complete three written tests to include multiple choice, true-false, definitions,
short answer and analysis
oPeriodically, you will
be asked to complete language analysis activities such as advanced phonetic
transcription or analysis of semantic relations in a language sample
oTopics have been developed
by multiple CD faculty and focus on normal processes of communication development
oAfter you have reviewed
the topics, send me an email with your first and second choices- students
will be assigned to faculty based on topic and on a first come basis
oThe following draft and
review process will be used:
§Week 3: outline and references due;
sign up for conference with mentor
§Weeks 4 and 5 meet with mentor for
feedback
§Week 8: First draft due to mentor
§Week 10: First draft returned with
written comments from mentor
§Week 13: Final Draft Due
oPlease submit two copies
of your final paper to the instructor. One copy will be graded by the instructor;
the second copy will be used for SACS assessment and should be a clean copy,
with only your social security number listed at the top of the page, with
all other identifying information (your name, instructor name, and course
and section number) removed.
All assignments must be completed within the designated time frame. There
will be no exceptions. An assignment will be considered late if it
is turned in anytime after the regularly scheduled class period in which
it is due. Late assignments will be penalized 10 points per day.
Class Attendance
Students are expected to attend all class sessions. Please be respectful
of your classmates and your instructor by arriving on time and remaining
throughout the entire class session. Acceptable reasons for excused absences
are listed in the Student Rights and Responsibilities Handbook, Section 5.2.4.2. You
are expected to contact the instructor PRIOR to class if you are unable to
attend. You are responsible for all material covered in the class and
there will be no make-up for in class activities. Please carefully
review the Tentative Course Schedule and note the dates when tests and assignments
are due. If you see any conflict, you are asked to inform the instructor
within the first two weeks of class.
To pass the course and fulfill the upper tier of the GWR, you must submit
all formal writing assignments and earn a grade of C or better on each assignment.
Any major assignment that receives a D or below must be revised to reflect
competency and resubmitted. You may resubmit such assignments 1 time(s).
If you fail to achieve a C grade on the final version of any major writing
assignment, you will receive a failing grade for the course. Note that assignments
or requirements other than the formal writing become a factor in the final
determination of your course grade only if you have achieved a grade
of C or higher on all formal writing assignments. Final grades will be determined
using the relative values outlined below.
Tests (3) 50% The University Grading system will be used.
90-100 = A Part II of Student Rights and Responsibilities (available
online at http://www.uky.edu/StudentAffairs/Code/ part2.html) states that
all academic work, written or otherwise, submitted by students to their
instructors or other academic supervisors, is expected to be the result
of their own thought, research, or self-expression. In cases where students
feel unsure about a question of plagiarism involving their work, they are
obliged to consult their instructors on the matter before submission. When
students submit work purporting to be their own, but which in any way borrows
ideas, organization, wording or anything else from another source without
appropriate acknowledgment of the fact, the students are guilty of plagiarism.
Plagiarism includes reproducing someone else’s work, whether it be published
article, chapter of a book, a paper from a friend or some file, or whatever.
Plagiarism also includes the practice of employing or allowing another
person to alter or revise the work which a student submits as his/her own,
whoever that other person may be. Students may discuss assignments among
themselves or with an instructor or tutor, but when the actual work is
done, it must be done by the student, and the student alone. When a student’s
assignment involves research in outside sources or information, the student
must carefully acknowledge exactly what, where and how he/she has employed
them. If the words of someone else are used, the student must put quotation
marks around the passage in question and add an appropriate indication
of its origin. Making simple changes while leaving the organization, content
and phraseology intact is plagiaristic. However, nothing in these Rules
shall apply to those ideas which are so generally and freely circulated
as to be a part of the public domain. (Section 6.3.1). The minimum penalty
for an academic offense, such as cheating or plagiarism, is an E in the
course (Section 6.4.1).
Withdrawals and Incompletes
The last day to withdraw from the course is at the end of the ninth week. No
withdrawals will be signed after that date.
It is the student's responsibility to properly process withdrawals.
Students who fail to process withdrawals or who process them after the time
that grade report sheets are printed, will receive a grade of E on the
official grade sheet. To correctly process a withdrawal the student
must obtain the signature of Dr. Capilouto, obtain the signature of the
student's advisor, and take the withdrawal form to the Registrar's office.
Incomplete (I) grades will be given only in extenuating circumstances and
never as a replacement for a failing or substandard grade. Any student
requesting an incomplete grade must see the course instructor for approval
and for additional rules governing incomplete grades.
Students should be aware of the following sources of information in the
event of inclement weather or other problems which might cause the University
to close. Remember, if the University is open, students are expected
to be in attendance and all tests will be given. If the University
is closed on a test day, expect the test to be given on the next class day.
The cancellation or delay of classes’ announcements will normally be made
by 6:00 a.m. through the local media. The latest information will be available
on the
If you need to request academic accommodations due to a disability, please
contact the UK Disability Resource Center ( http://www.uky.edu/StudentAffairs/DisabilityResourceCenter/).
If you have documentation from disabled student services (issued by any higher
education institution) indicating that you have a disability that requires
academic accommodations, please present the letter to Dr. Capilouto as soon
as possible so we can discuss your needs for this class.
900 S. Limestone, Room 124G
323-1100 ext 80555
Or by appointment (not available on Wednesday)
Email: gjcapi2@uky.edu
Course Description
Course Objectives
ASHA Standards and Learning Outcomes
In the area of LINGUISTIC BASES, the student will be able to:
In the area of CULTURAL BASES, the student will be able to:
Required Texts
Instructional Strategies
Group Discussion
In-class Activities
Out-of-class Activities
Video Segments
Course Requirements
Information pertaining to the course will be posted on BlackBoard (BB) as
much as possible. If you are registered for the class then you are automatically
linked to the course. You will need to check the course site at least twice
daily.
oEach week you will be
given a 10 point quiz covering the previous week’s lecture and readings
oFor this project, you
will be asked to analyze language samples from healthy, older adults (MLU,
cohesion, Type Token Ratio, WPM, CIU, Main Event Analysis etc) and interpret
the performance results (complete directions to follow)
oYou will each be required
to write a five page formal paper
Method of Evaluation and Grading System
GWR20%
Language Project 20%
Quizzes/Analyses 10%
100%
80- 89 = B
70- 79 = C
60- 69 = D
<60 = E