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Introduction to First Language Acquisition by Children
(PST367-EXT1, 1 credit)
Frederick, MD

Course Description:

This course introduces students to the processes by which children     acquire their first language, focusing on the major milestones of    phonological and syntactic development. Children everywhere accomplish the task of learning their native language by the age of 5. They succeed despite the cognitive limitations of their age and follow the same general patterns of development regardless of what language they are learning. The efficiency with which children acquire language suggests some degree of innate linguistic knowledge, or a “language instinct.” This course will overview some of the major research discoveries of how children combine this language instinct with information provided by the environment to  acquire their native language. Course topics will include babbling and early phonetic development by infants, acquisition of word order, questions, and word meanings. A final segment of the course will explore the acquisition of sign languages and the ways in which deaf children’s signing development parallels that of spoken language in hearing children.

Content/goals:

This course introduces students to the processes by which children acquire their first language, focusing on the major milestones of phonological and syntactic development. Students will receive an overview of some of the major research discoveries in child language acquisition. Course topics will include babbling and early phonetic development by infants, acquisition of word order, questions, and word meanings. A final segment of the course will explore the acquisition of sign languages and the ways in which deaf children’s signing development parallels that of spoken language in hearing children. This course will include numerous class discussions on the readings, as well as several hands-on activities in which students will analyze spoken and signed excerpts from child language.

Instructor:

Debbie Chen Pichler grew up in a bilingual environment, traveling frequently between the US and Taiwan. She began her first, informal studies of comparative syntax when, at the age of 12, she was hired by her local Taiwanese American Association to teach spoken Taiwanese to middle-school students. Faced with fact that Taiwanese is not a written language, and hence, cannot be taught from textbooks, Debbie set out to elucidate the rules of Taiwanese syntax on her own. Sadly, she never progressed very far in this task, but the experience whetted her appetite for linguistics, even if she remained unaware at the time that this was the name of the field she wanted to enter. In college, she declared biology as her major, but found herself compulsively signing up for elective classes in French, German, Italian, Chinese and American Sign Language as “diversions”. Realizing at last that her interest in the structure of language far outstripped her interest (and abilities) in biology, she entered graduate school in the field of linguistics.

A member of the Gallaudet Linguistics faculty since 2002, Debbie has taught courses on first and second language acquisition, comparative studies (of ASL vs. English, or ASL vs. other signed systems) and generative syntax. Her research interests focus on the acquisition of ASL by deaf children and hearing bilinguals (coda children), as well as the acquisition of ASL as a second language. She is also involved in research on the syntax of Croatian Sign Language, continuing her original interest in investigating the grammar of previously unstudied languages.

PREREQUISITES: None, although general course in linguistics suggested

Course Materials: Textbook: Foster-Cohen, Susan. 1999. An introduction to child language development. New York: Longman.

Reading packet, including but not limited to these excerpts:

• Karmiloff, Kyra and Annette Karmiloff-Smith (2001). Pathways to language. Cambridge, MA: Harvard University Press. (Chapter 7: Atypical language development)

• Trask, Robert (1999). Language: The basics, 2^nd edition. London: Routledge. (Chapter 8: Children and language).

LOCATION: CSD of Maryland, 452 Prospect Blvd, Frederick, MD 21701
Directions: Google Maps

FEES: All fees must be sent with your application.

NOTE:  Tuition and fees are subject to change without advance notice.

*PST credit: Courses with the prefix PST (Professional Studies and Training) are continuing education credits offered for professionals who may not desire academic credits. PST courses carry Gallaudet University credits but are not applicable toward a Gallaudet University degree or certificate program. Some other universities and accrediting organizations do accept PST credits, however, so students should check to determine applicability of coursework elsewhere.

Registration Deadline:  1/25/08

Refund Policy: 
Before the registration deadline:  Tuition is refundable upon written request; however, a $50.00 administrative fee will be retained. Written requests must be received by the deadline or refund will be processed as noted below.

After the registration deadline:  Partial tuition is refundable upon written request (application fee and material fee, where applicable, is not refundable). Schedule is as follows:

withdrawals after 1/25/08- 50% tuition refundable
withdrawals by – 2/1/08 - 25% tuition refundable
withdrawals after 2/1/08 - no refund of tuition

It is IMPERATIVE that your written request for refund is in the Professional Studies and Outreach Office by the registration deadline.

*For further information on this course:* Contact College of Professional Studies and Outreach at 202-651-5400 (TTY/V), VP or 202-651-5987 (FAX) or email Jacqueline.mann@gallaudet.ed <mailto:Jacqueline.mann@gallaudet.edu> or jackiemann@tmo.blackberry.net