Unit rationale, description and aim
Language and cognition underpin successful communication, including the acquisition and use of literacy skills. Speech pathologists require a strong theoretical knowledge of the development of and links between, language, literacy, and cognition to provide support for individuals with challenges in these areas and to enable communicative participation.
In this unit, students will explore key theories and models of language and cognition, and the relationship between language and cognition across the lifespan. Building on earlier units of study, students will consider how theoretical models can inform speech pathology understanding and practice related a range of developmental, acquired and progressive conditions whose core features impact language, literacy and/or cognition. Consideration will be given to the assessment and management of these conditions.
The overall aim of this unit is to enable students to develop capabilities for supporting individuals with language, literacy and/or cognitive-communication needs across the lifespan.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the development of, and links between, la...
Learning Outcome 01
Use theoretical model(s) to identify and explain t...
Learning Outcome 02
Integrate knowledge of theory and evidence-based p...
Learning Outcome 03
Content
Topics will include:
- Theories of language and cognition
- Cognitive science and linguistics, language, and speech pathology
-Models of language processing
-Models and theories of literacy
-Cognitive functions associated with language and literacy
- Developmental conditions impacting language, literacy and/or cognition and their assessment and management.
- Acquired and/or progressive conditions impacting language, literacy and/or cognition and their assessment and management.
Assessment strategy and rationale
In this unit students are required to demonstrate their understanding of key theories regarding the development of language, literacy and cognition and the relationships between these three areas of practice. Consequently, assessment tasks will examine students’ theoretical understanding of language, literacy and cognition, the impact of various developmental, acquired and progressive conditions on language, literacy and cognitive functioning, and the way in which speech pathologists might contribute to the assessment and support of individuals with these difficulties.
The first assessment requires students to undertake a quiz to recall, compare and distinguish between the key theories underpinning language, literacy and cognition. The second assessment requires students to apply their understanding of relevant language, literacy and/or cognition theories to a particular condition, including impact on participation, and explain the role of speech pathologists in supporting individuals who experience this condition using evidence-based approaches. This assessment will be presented in the format of an oral presentation. The third task requires students to integrate and apply theories of language, literacy and cognition for the appropriate management (assessment and intervention) of individuals affected by language, literacy and cognitive-communication needs.
Together, the assessment tasks allow students to clearly demonstrate knowledge, integration, and application of language, literacy and cognition concepts that can be applied to future theoretical and professional practice units.
In order to pass this unit students must demonstrate achievement of every learning outcome and obtain a minimum mark of 50% for the unit.
Overview of assessments
Assessment 1: Quiz Students will recall, compare ...
Assessment 1: Quiz
Students will recall, compare and distinguish between key theories and processes underpinning language, literacy and cognitive development.
20
Assessment 2: Individual presentation Students wi...
Assessment 2: Individual presentation
Students will apply their understanding of relevant language, literacy and/or cognition theories to a particular condition and explain the role of speech pathologists in supporting individuals who experience this condition. This assessment will be presented in the format of an oral presentation.
35
Assessment 3: Case-Based Exam Students will inte...
Assessment 3: Case-Based Exam
Students will integrate and apply theories of language, literacy and cognition for the management of individuals affected by language, literacy and cognitive-communication needs.
45
Learning and teaching strategy and rationale
This unit utilises a blended learning approach to support students to develop their understanding of language, literacy and cognition and their relationship to various presentations across the lifespan. The blended learning strategy will combine online material, in which key information will be presented, and interactive tutorials, in which students will have opportunities to discuss and apply information about language, literacy and cognitive-communication needs. This unit involves 150 hours of learning, inclusive of a combination of face-to-face and online delivery, interactive and independent learning, and assessment tasks.