Students

SPTH8854 – Multilingualism and Speech Pathology Practice

2022 – Session 1, In person-scheduled-weekday, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Jae-Hyun Kim
jae-hyun.kim@mq.edu.au
Scott Barnes
scott.barnes@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
SPTH8836 and SPTH8837
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

In this unit, students will explore advanced issues for speech pathology practice with people who speak a language other than, or additional to, Standard Australian English, including Aboriginal and Torres Strait Islander peoples. Multilingualism and its implications for communication disability will be addressed with a view to promoting conceptually sound and ethical speech pathology assessment and intervention.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Critically analyse and report on the characteristics of a language other than Standard Australian English, focusing on aspects of language and communication that are consequential for speech pathology practice
  • ULO2: Critically analyse the suitability of current speech pathology assessment and intervention strategies for people who speak a language other than or additional to standard Australian English, including Australian Aboriginal and Torres Strait Islander people
  • ULO3: Describe and analyse the implications of multilingualism across the lifespan, focusing on issues relevant for communication disability and speech pathology practice.
  • ULO4: Select and justify appropriate speech pathology assessment and intervention for people who speak a language other than or additional to standard Australian English, with particular reference to the characteristics of the client's language(s).
  • ULO5: Select and justify strategies relevant for successful collaboration between speech pathologists, other relevant professionals (e.g., interpreters, teachers) and clients to support speech pathology practice

General Assessment Information

Word limits

Assessment submissions with excessive word counts will receive a penalty commensurate with the amount the submission has exceeded the word limit stated in the assessment description. Excessive word counts will result in the following penalties:

  • From 11 to 20% over the word limit = reduction by one grading band.
  • More than 20% over the word limit = reduction by at least two grading bands, with further penalties applied at the discretion of the unit convenor.

For example: Word limit = 2000 words; Submission word count = 2240, i.e., 12% over the limit, and therefore a penalty is applied as follows:

  • Initial grade = D
  • Penalty = reduction of one grading band
  • Final grade = C 

Penalty for late submission

Late submission of assessments will result in the following penalties:

  • 1 day late = reduction by no more than one grading band, at the discretion of the unit convenor
  • 2 days late = reduction by no more than two grading bands, at the discretion of the unit convenor
  • 3 or more days late = reduction by at least two grading bands, with further reductions at the discretion of the unit convenor

For example: A submission is two days late, and therefore a penalty is applied as follows:

  • Initial grade = HD
  • Maximum penalty = reduction of two grading bands
  • Final grade = C 

Assessment Tasks

Name Weighting Hurdle Due
Critical analysis: Language group 40% Yes Week 6
Case-based assessment: Assessment 30% No Week 12
Case-based assessment: Intervention 30% No Week 14

Critical analysis: Language group

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 31 hours
Due: Week 6
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

In this assessment task, students will critically describe characteristics of a language other than Standard Australian English, focusing on ones that are relevant for speech pathology assessment and intervention. They will also identify and critically describe resources available to support practice with this language. Students will be assigned a language based on demographic data aligned with location of the concurrent clinical placement, or will be able to nominate a language based on its personal relevance.

 
On successful completion you will be able to:
  • Critically analyse and report on the characteristics of a language other than Standard Australian English, focusing on aspects of language and communication that are consequential for speech pathology practice
  • Critically analyse the suitability of current speech pathology assessment and intervention strategies for people who speak a language other than or additional to standard Australian English, including Australian Aboriginal and Torres Strait Islander people
  • Select and justify appropriate speech pathology assessment and intervention for people who speak a language other than or additional to standard Australian English, with particular reference to the characteristics of the client's language(s).

Case-based assessment: Assessment

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 23 hours
Due: Week 12
Weighting: 30%

 

In this assessment task, students will be provided with case information relating to people who are multilingual and are experiencing communication disorders. They will be also be provided with clinical scenarios, and asked to develop plans relating to speech pathology assessment for them. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate plans.

 
On successful completion you will be able to:
  • Describe and analyse the implications of multilingualism across the lifespan, focusing on issues relevant for communication disability and speech pathology practice.
  • Select and justify appropriate speech pathology assessment and intervention for people who speak a language other than or additional to standard Australian English, with particular reference to the characteristics of the client's language(s).
  • Select and justify strategies relevant for successful collaboration between speech pathologists, other relevant professionals (e.g., interpreters, teachers) and clients to support speech pathology practice

Case-based assessment: Intervention

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 23 hours
Due: Week 14
Weighting: 30%

 

In this assessment task, students will be provided with case information relating to people who are multilingual and are experiencing communication disorders. They will be also be provided with clinical scenarios, and asked to develop plans relating to speech pathology intervention for them. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate plans.

 
On successful completion you will be able to:
  • Describe and analyse the implications of multilingualism across the lifespan, focusing on issues relevant for communication disability and speech pathology practice.
  • Select and justify appropriate speech pathology assessment and intervention for people who speak a language other than or additional to standard Australian English, with particular reference to the characteristics of the client's language(s).
  • Select and justify strategies relevant for successful collaboration between speech pathologists, other relevant professionals (e.g., interpreters, teachers) and clients to support speech pathology practice

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Students will participate in 2 hour lectorial classes blending teacher-fronted delivery with small group activities. Students will be expected to engage with learning materials before attending and participating in weekly classes, and then to complete learning activities following class. All scheduled learning activities will occur over the standard 13 weeks of the session.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Unit information based on version 2022.04 of the Handbook