This course provides students with an overview of the normal process of language and communication development and its relationship to social, physical, psychological, and cognitive development. The language components of phonology, morphology, syntax, semantics, and pragmatics will be of primary focus.
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Define communication, its characteristics and related terms, including receptive and expressive language, verbal and nonverbal communication, phonology, semantics, morphology, syntax and pragmatics
- Describe the process of communication and the characteristics of effective communication
- Describe normal speech, language, and hearing development
- Describe the interactive nature of speech-language development in infant, toddler, preschool and school-aged children
- Differentiate among the various theories of communication development
- Explain the interdependence of communication with other developmental skills including vision, motor, play, social, emotional and literacy domains
- Describe the relation of environment to language acquisition
- Describe Speech & Language Disorder / Delay Preventive Practices
- Describe the stages of normal second language acquisition
- Identify the communication characteristics of various social and cultural language groups
General Education Outcomes (GEOs)
Course Activities and Grading
Discussions (Weeks 1-15)
Quizzes (Weeks 1, 3, 5, 11 & 13)
Midterm Exam (Week 8)
Application Project: Coding Components of Language (Week 11)
Developmental Milestone Project (Week 13)
Final Exam (Week 15)
Available through Charter Oak's online bookstore
- Owens, R. E. Language Development: An Introduction. 9th ed. Boston: Allyn & Bacon, 2015. ISBN-13: 9780133810363
Additional Required Materials
The following materials will be provided in Blackboard:
- Flynn, P. (1983). Speech Language Pathologists and Primary Prevention: From Ideas to Action. Language, Speech, and Hearing Services in Schools 14: 99-104.
- ASHA (1988). Prevention of Communication Disorders.
- Justice, L. (2006). EBP, RTI, and the Prevention of Reading Difficulties. Language, Speech, and Hearing Services in Schools 37: 284–297.
Readings and Exercises
Topic: Overview of Communication: The Properties and Components of Language
Topic: Development Models: 5 Theoretical Bases
Topic: Neurological Bases of Speech and Language
Topics: Cognitive, Perceptual, and Motor Bases of Early Language and Speech
Topics: Social and Communicative Bases of Early Language and Speech
Topic: Language Learning Processes
Topics: Toddler Talk & Preschool Pragmatic & Semantic Development
Topic: Preschool Development of Language Form
Topic: School Age Language Development
Topic: School Age Literacy
Topic: Delay / Disorder Preventative Practices
Topics: Adolescent & Adult Language
Topic: Language Differences / Bilingualism
Topic: Language Analysis Examples of Child Language Data
Topic: Conclusion and Final Exam
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies and the “Course Policies” link for specific policies related to this course. COSC Resources information regarding available COSC academic support services and resources.