Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MULTILINGUALISM, LANGUAGE DEVELOPMENT and DISORDERS | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Talat BULUT |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | Definitions and concepts, types and characteristics of multilingualism, definitions of multilingualism concepts, receptive and productive language skills in multilingualism and the development processes of metalinguistic skills, cognitive and neurological differences between multilingual and monolingual individuals; To have knowledge about the evaluation and therapy of language and speech disorders seen in multilingual individuals and cultural sensitivity; to conduct case studies and applied studies. |
| Course Content | This course contains; Basic Concepts on Multilingualism; Types of multilingualism,Typical Language Development in Multilingual Individuals,Cognitive and neurological differences in multilingual individuals,Assessment of receptive and expressive language in multilingual individuals.,Assessment of receptive and expressive language in multilingual individuals.,Assessment of receptive and expressive language in multilingual individuals.,Effects of interlingual typological differences on language development in multilingualism,Speech sound disorders in multilingualism,Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI,Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI,Stuttering and aphasia in multilingualism,Cultural sensitivity in the assessment and therapy of multilingual individuals,Case Examples,Case Examples. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains information about basic concepts on multilingualism. | 10, 16, 3, 37, 4, 9 | A, E, F |
| Obtains information about receptive and expressive language development in multilingual individuals. | 10, 16, 4, 9 | A, E, G |
| Gains information about the diagnosis and evaluation process of language and speech disorders in multilingualism. | 10, 16, 3, 37, 4, 9 | A, E, G |
| Gains information about the therapy process of language and speech disorders in multilingualism. | 10, 16, 3, 37, 4, 9 | A, E |
| Cultural sensitivity in the assessment and therapy of multilingual individuals; Learn about collaborating with family members and translators. | 16, 4, 9 | A, G |
| Reinforces existing knowledge with case examples. | 16, 4, 9 | A, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Concepts on Multilingualism; Types of multilingualism | Before coming to class, read the relevant subject and examine the academic studies given. |
| 2 | Typical Language Development in Multilingual Individuals | Examining academic studies on the subject |
| 3 | Cognitive and neurological differences in multilingual individuals | Read the relevant topic before coming to class; review of academic studies |
| 4 | Assessment of receptive and expressive language in multilingual individuals. | Read the relevant topic before coming to class |
| 5 | Assessment of receptive and expressive language in multilingual individuals. | Read the relevant topic before coming to class |
| 6 | Assessment of receptive and expressive language in multilingual individuals. | Examining academic studies on the subject |
| 7 | Effects of interlingual typological differences on language development in multilingualism | Examining academic studies on the subject |
| 8 | Speech sound disorders in multilingualism | Examining academic studies on the subject |
| 9 | Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI | Read the relevant topic before coming to class |
| 10 | Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI | Examining academic studies on the subject |
| 11 | Stuttering and aphasia in multilingualism | Examining academic studies on the subject |
| 12 | Cultural sensitivity in the assessment and therapy of multilingual individuals | Examining academic studies on the subject |
| 13 | Case Examples | General revision before coming to class |
| 14 | Case Examples | General revision before coming to class |
| Resources |
| Lecture notes, current scientific articles,Patterson, J. L., & Rodríguez, B. L. (Eds.). (2016). Multilingual perspectives on child language disorders. Multilingual Matters. Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.). (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Multilingual matters. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | ||||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | ||||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | ||||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | ||||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | ||||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | ||||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | ||||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MULTILINGUALISM, LANGUAGE DEVELOPMENT and DISORDERS | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Talat BULUT |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | Definitions and concepts, types and characteristics of multilingualism, definitions of multilingualism concepts, receptive and productive language skills in multilingualism and the development processes of metalinguistic skills, cognitive and neurological differences between multilingual and monolingual individuals; To have knowledge about the evaluation and therapy of language and speech disorders seen in multilingual individuals and cultural sensitivity; to conduct case studies and applied studies. |
| Course Content | This course contains; Basic Concepts on Multilingualism; Types of multilingualism,Typical Language Development in Multilingual Individuals,Cognitive and neurological differences in multilingual individuals,Assessment of receptive and expressive language in multilingual individuals.,Assessment of receptive and expressive language in multilingual individuals.,Assessment of receptive and expressive language in multilingual individuals.,Effects of interlingual typological differences on language development in multilingualism,Speech sound disorders in multilingualism,Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI,Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI,Stuttering and aphasia in multilingualism,Cultural sensitivity in the assessment and therapy of multilingual individuals,Case Examples,Case Examples. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains information about basic concepts on multilingualism. | 10, 16, 3, 37, 4, 9 | A, E, F |
| Obtains information about receptive and expressive language development in multilingual individuals. | 10, 16, 4, 9 | A, E, G |
| Gains information about the diagnosis and evaluation process of language and speech disorders in multilingualism. | 10, 16, 3, 37, 4, 9 | A, E, G |
| Gains information about the therapy process of language and speech disorders in multilingualism. | 10, 16, 3, 37, 4, 9 | A, E |
| Cultural sensitivity in the assessment and therapy of multilingual individuals; Learn about collaborating with family members and translators. | 16, 4, 9 | A, G |
| Reinforces existing knowledge with case examples. | 16, 4, 9 | A, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Concepts on Multilingualism; Types of multilingualism | Before coming to class, read the relevant subject and examine the academic studies given. |
| 2 | Typical Language Development in Multilingual Individuals | Examining academic studies on the subject |
| 3 | Cognitive and neurological differences in multilingual individuals | Read the relevant topic before coming to class; review of academic studies |
| 4 | Assessment of receptive and expressive language in multilingual individuals. | Read the relevant topic before coming to class |
| 5 | Assessment of receptive and expressive language in multilingual individuals. | Read the relevant topic before coming to class |
| 6 | Assessment of receptive and expressive language in multilingual individuals. | Examining academic studies on the subject |
| 7 | Effects of interlingual typological differences on language development in multilingualism | Examining academic studies on the subject |
| 8 | Speech sound disorders in multilingualism | Examining academic studies on the subject |
| 9 | Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI | Read the relevant topic before coming to class |
| 10 | Language developmental delay in multilingualism, Developmental Language Disorder, Specific Language Impairment/SLI | Examining academic studies on the subject |
| 11 | Stuttering and aphasia in multilingualism | Examining academic studies on the subject |
| 12 | Cultural sensitivity in the assessment and therapy of multilingual individuals | Examining academic studies on the subject |
| 13 | Case Examples | General revision before coming to class |
| 14 | Case Examples | General revision before coming to class |
| Resources |
| Lecture notes, current scientific articles,Patterson, J. L., & Rodríguez, B. L. (Eds.). (2016). Multilingual perspectives on child language disorders. Multilingual Matters. Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.). (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Multilingual matters. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | ||||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | ||||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | ||||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | ||||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | ||||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | ||||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | ||||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |