| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Language Acquisition |
| Unit ID: | EDMST6010 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBSP1013) |
| ASCED: | 091521 |
| Other Change: | |
| Brief description of the Unit |
This unit provides post-graduate students with an understanding of the major theories of language acquisition/language learning, the developmental milestones in first and additional language development, the particular challenges of learning English as an additional language for bi/plurilingual learners, and research-based best practice for supporting the language learning needs of diverse learners across the lifespan. Students in this unit will learn about the differences and similarities between first and second/additional language learning, developmental benchmarks and communicative milestones in childhood and adolescence, and the differences between adults and children learning an additional language. Topics include: - What is language? How is it 'acquired'?
- Communication development in infancy
- Semantic development - learning the meaning of words
- Phonological development - learning sounds and sound patterns
- Variation and typicality in language development
- Bilingual language development
- Morphology and syntax, code-mixing and translanguaging
- Language and literacy in the school years
- Language in social contexts (Pragmatics)
As we explore these topics, students will read and discuss relevant current research, use research to inform the design of learning and/or clinical interventions, and differentiate instruction/interventions for language learners with different needs and language backgrounds. By the end of the unit, students will be able to interpret professional practice documents relating to language learning and development, including, but not limited to the Australian Curriculum, the Victorian EAL Developmental Continuum, the Communication Milestones of Speech Pathology Australia. Students will gain an understanding of the various developmental stages in language learning across the lifespan, and develop critical insights into what counts as effective communication in different social and cultural settings, drawing on literature from fields such as linguistics, anthropology, psychology/cognitive science, education, and speech pathology. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine the major theories of second and first language acquisition |
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| K2. | Recognize the differences between first and second language acquisition and their implications for learning, teaching, and speech pathology assessments, interventions, and service responses among children and adults |
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| K3. | Examine and investigate the social and cognitive aspects of early language development as well as language learning in adulthood, including bilingual and plurilingual language learning and development |
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| K4. | Identify and articulate appropriate pedagogical and/or speech pathology service responses to the typical/atypical communicative milestones in child language development |
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| Skills: |
| S1. | Analyse and evaluate language learning theories to inform professional practice |
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| S2. | Differentiate pedagogy and/or speech pathology intervention or service response for diverse learners and/or speech pathology clients, e.g. English as an additional language or dialect (EALD) learners, children with Developmental Language Disorder (DLD) |
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| S3. | Identify and apply evidence-based methods for supporting language learning and/or communication goals at key developmental and second language learning stages, drawing on empirical research |
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| Application of knowledge and skills: |
| A1. | Read and synthesize current research in child language development, first and additional language acquisition, and language learning |
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| A2. | Interpret and implement curriculum and/or speech pathology intervention or service response in a way that supports language development |
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| A3. | Benchmark language development against communication milestones |
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| Unit Content: |
This unit will cover: - Different conceptualisations of language and communication and their implications for approaches to teaching, learning, and/or clinical interventions;
- Typical communication milestones in childhood;
- Behaviorist, nativist, cognitive, and interactionist theories of language acquisition;
- Code-switching and translanguaging as typical communication behaviours of bi/plurilingual language users;
- Specific theories and pedagogical practices related to the acquisition of grammar, vocabulary, phonetics, phonology and pragmatics;
- Differences between first and second/additional language learning;
- How to critically read and draw conclusions from qualitative and quantitative research papers in language acquisition research.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, A1, A2 | Reflective, analytical, and critical writing related to weekly topics and content | Written task | 20-30% | | 2. | K1, K2, K3, S1, S3, A1, A2 | Group or individual presentation and/or facilitated peer group learning on current research in the fields of language acquisition, language development, and/or language teaching and learning | Oral presentation and/or peer group learning activity | 20-30% | | 3. | K1, K2, K4, S1, S2, S3, A1, A2, A3 | Written critical analysis and proposed action plan in response to a provided case study or scenario, drawing on relevant research in language learning, language development, plurilingual pedagogies, and speech pathology intervention design | Written task | 40-50% |
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