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HE Unit Template
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Language Acquisition
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EDMST6010 - Language Acquisition
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20260200
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Course
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Unit
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3.1
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2026-06-16
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2026-06-16
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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091521
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Linguistics
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<a href="http://www.federation.edu.au/locate/unit/edmst6010">091521 - Linguistics</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Introductory
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<p>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.</p>
<p>Topics include:</p>
<ul>
<li>What is language? How is it 'acquired'?</li>
<li>Communication development in infancy</li>
<li>Semantic development - learning the meaning of words</li>
<li>Phonological development - learning sounds and sound patterns</li>
<li>Variation and typicality in language development</li>
<li>Bilingual language development</li>
<li>Morphology and syntax, code-mixing and translanguaging</li>
<li>Language and literacy in the school years</li>
<li>Language in social contexts (Pragmatics)</li>
</ul>
<p><br></p>
<p>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.</p>
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<p>This unit will cover:</p>
<ul>
<li>Different conceptualisations of language and communication and their implications for approaches to teaching, learning, and/or clinical interventions;</li>
<li>Typical communication milestones in childhood;</li>
<li>Behaviorist, nativist, cognitive, and interactionist theories of language acquisition;</li>
<li>Code-switching and translanguaging as typical communication behaviours of bi/plurilingual language users;</li>
<li>Specific theories and pedagogical practices related to the acquisition of grammar, vocabulary, phonetics, phonology and pragmatics;</li>
<li>Differences between first and second/additional language learning;</li>
<li>How to critically read and draw conclusions from qualitative and quantitative research papers in language acquisition research.</li>
</ul>
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<p>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.</p>
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0200
Year
Year
2026
Current Year
2026
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Handbook
EDMST6010 - Language Acquisition
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EDMST6010 - Language Acquisition
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Semester
Semester 1
Semester 2
Summer Semester
Year
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
Parent Region
Overview
Unit description
<p>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.</p> <p>Topics include:</p> <ul> <li>What is language? How is it 'acquired'?</li> <li>Communication development in infancy</li> <li>Semantic development - learning the meaning of words</li> <li>Phonological development - learning sounds and sound patterns</li> <li>Variation and typicality in language development</li> <li>Bilingual language development</li> <li>Morphology and syntax, code-mixing and translanguaging</li> <li>Language and literacy in the school years</li> <li>Language in social contexts (Pragmatics)</li> </ul> <p><br></p> <p>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.</p>
Unit content
<p>This unit will cover:</p> <ul> <li>Different conceptualisations of language and communication and their implications for approaches to teaching, learning, and/or clinical interventions;</li> <li>Typical communication milestones in childhood;</li> <li>Behaviorist, nativist, cognitive, and interactionist theories of language acquisition;</li> <li>Code-switching and translanguaging as typical communication behaviours of bi/plurilingual language users;</li> <li>Specific theories and pedagogical practices related to the acquisition of grammar, vocabulary, phonetics, phonology and pragmatics;</li> <li>Differences between first and second/additional language learning;</li> <li>How to critically read and draw conclusions from qualitative and quantitative research papers in language acquisition research.</li> </ul>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edmst6010">091521 - Linguistics</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Requisites
Prerequisite
None
Corequisite
None
Exclusion
<p>must not have completed <a href="/ords/r/dev/fed_occ/course?p6_code=EDBSP1013" target="_blank">EDBSP1013</a></p>
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Examine the major theories of second and first language acquisition</p>
K2
<p>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</p>
K3
<p>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</p>
K4
<p>Identify and articulate appropriate pedagogical and/or speech pathology service responses to the typical/atypical communicative milestones in child language development</p>
S1
<p>Analyse and evaluate language learning theories to inform professional practice</p>
S2
<p>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)</p>
S3
<p>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</p>
A1
<p>Read and synthesize current research in child language development, first and additional language acquisition, and language learning</p>
A2
<p>Interpret and implement curriculum and/or speech pathology intervention or service response in a way that supports language development</p>
A3
<p>Benchmark language development against communication milestones</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Reflective, analytical, and critical writing related to weekly topics and content</p>
<p>Written task</p>
<p>20-30%</p>
K1, K2, K3, K4, S1, S2, A1, A2
2
<p>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</p>
<p>Oral presentation and/or peer group learning activity</p>
<p>20-30%</p>
K1, K2, K3, S1, S3, A1, A2
3
<p>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</p>
<p>Written task</p>
<p>40-50%</p>
K1, K2, K4, S1, S2, S3, A1, A2, A3
Supplementary assessment available:
Yes
Supplimentary assessment information:
<p>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.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edmst6010">091521 - Linguistics</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: EDMST6010 - U3.1