Curricular Unit:			Code:
Morphosyntax and Semantics			1023MORS
Year:	Level:	Course:	Credits:
2	Undergraduate	Speech Therapy	6 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
In global terms it is expected that the student develops the capacity for analysis and synthesis; ability to learn; problem-solving skills; ability to apply knowledge; ability to process information; Specifically, the Learning Objectives (LO) are: LO1- Identify key-terms relative to acquisition, development, knowledge and ability to understand assessment and intervention in Semantics, pragmatics, morphology and syntactic levels; LO2- Formulate hypothesis about assessment and intervention in different clinical populations in Speech Language Therapy; LO3- Development of knowledge of ways to use several formal and informal materials for assessment and intervention for children with Semantics, pragmatics, syntatics and morphology Disorders.
Syllabus:
PC1. Language development at pre-school and school level, namely Morphosyntax, Semantics and pragmatics; PC2. Evaluation of semantic, pragmatic and morphosyntax linguistic domains: formal and informal procedures (national and international instruments); PC3. Intervention programs and approaches at the semantic, pragmatic and morphosyntactic level: Case studies and adequacy of objectives to the intervention plan; PC4. Detailed analysis at the semantic, pragmatic and morphosyntactic level of case studies (normal and altered patterns); PC5. Clinical application of the linguistic concepts of semantics, pragmatics and morphosyntax to speech therapy case studies
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (PC) were delineated according to the learning objectives (LO) of the curricular unit: PC1 -LO1 PC2- LO2 and LO3 PC3 - LO2 and LO3 PC4 and 5- LO1, LO2 and LO3 CP1 addresses in-depth concepts of the development of semantic, pragmatic and morphosyntactic analysis of the Portuguese language. CP2 focuses on aspects related to the clinical assessment of linguistic concepts of semantics, pragmatics and morphosyntax. CP3 analyzes some intervention programs for the child population. In CP4 and CP5, practical aspects related to the use of intervention materials, intervention focus, selection of general and specific objectives and therapeutic procedures are addressed.
Teaching Methodologies (Including Evaluation):
Active, collaborative and expository methodologies: 1- Problem solving in small groups; 2- Brainstorming sessions of topics and questions to be investigated by students; 3- Orientation of research done by students; 4- Summary and synthesis of research done by students and group discussion; 5- Presentation of programmatic contents using projections, examples, clinical cases in video. Assessment: normal season 1) 1 Written work with oral presentation (40%) 2) 1 Written test (50%) 3) Participation (10%) Special Season - Exam (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted for this curricular unit are consistent with the defined goals, since they allow students' knowledge and their active participation in classes through active and collaborative learning strategies combined with traditional and expository methods. The professor will be a facilitator of the student's learning process, providing the capacity for analysis, discussion and reflection of concepts with the practice of speech therapy. LO1 - active and expository methodologies- assessment: Written test + participation LO2- active and expository methodology- assessment: Written test + participation LO3- active and expository methodology- assessment: Written work with oral presentation + written test + participation
Reading:
Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic’pragmatic language disorder. International Journal of Language & Communication Disorders, 36(3), 289-305. Freitas, M. J. & Santos, A.L. (2017). Aquisição de Língua Materna e Não Materna – Questões gerais e dados do Português. Oetting, J. B., Hadley, P. A., & Schwartz, R. G. (2009). Morphosyntax in child language disorders. Handbook of child language disorders, 341-364. Owens JR (2016). Language development : an introduction, 9ª ed. Londres: Pearson. Roth, F. P., & Worthington, C. K. (2015). Treatment resource manual for speech language pathology. Nelson Education. Shipley, K. G., & McAfee, J. G. (2015). Assessment in speech-language pathology: A resource manual. Nelson Education.