Gssa a epaeate pptes

1
G??ss?????a ?a? epa??e?µat??e? p???pt??es

• ??a p??t? p??s????s?

2
???GG????????S ?????????S

• ?p?f??t?? µe e?d??e?s? st? G??ss?????a µp????? ?a
  as???????? e?e???t??? ?a? epa??e?µat??? µe t??
  t?µ?a t?? ???ssa? ?a? e?d???te?a µe
• t?? ep?st?µ????? µe??t? t?? ???ssa?
  (µetapt???a??? sp??d??)
• ?e???t??? ?a? p?a?t??? ??µata d?das?a??a? ???ss??

3

• ?????e?ape?a ?a? ??????? ???ss?????a
• e?e???t??? p?????µµata ??a t?? s?ed?asµ?
  ???ss???? ?a? d?da?t???? ??????
• p?????µµata ??a t?? s?ed?asµ? ?a? t?? efa?µ???
  ???ss???? p???t????
• s?µe????????? a?a??se?? se d?af?µ?st????
  eta??e?e? ? e?d?t????? ???a??sµ???
• d??f??e? p?a?t???? efa?µ???? t?? ???ss?????a?
  ?e????, ??aµµat????, ???ss???? ?t?a?te?, ??e??e?
  ped???, ?.?.

4

• µet?f?as?, ep?µ??e?a e?d?se?? ?a? t?p???af???
  d?????s?
• a????s? ?a? s???es? ?µ???a? (speech analysis and
  synthesis)
• d??a???? ???ss?????a (forensic linguistics)
• ??a ped?a s??des?? t?? G??ss?????a? µe t??
  ?????f????? a?t?µat? µet?f?as?, s?µata
  ded?µ????, ??e?t?????? ?e????, ?.?.

5
Edinburgh, ?e?a?? ??eta??a

• Language Evolution and Computation Research Unit
• http//www.ling.ed.ac.uk/lec/
• Our focus is on understanding the origins and
  evolution of language and communication. We have
  pioneered the application of computational and
  mathematical modelling techniques to traditional
  issues in language acquisition, change and
  evolution.

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• More recently, we have developed new experimental
  methodologies that allow us to extend our models
  to real human populations. The overall goal is to
  develop a theory of language as a complex
  adaptive system operating on multiple
  time-scales.

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• MSc Language Evolution and Cognition
• Courses offered
• Origins of Language
• Foundations of Evolution
• Biolinguistics
• Human Evolution
• Evolutionary Psychology
• First Language Acquisition
• Psychology of language learning

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• ?????e?ape?a-?e??????ss?????a
• Reading, ?e???? ??eta??a
• http//www.reading.ac.uk/Study/Departments/ug-Spe
  echandLanguageTherapy.aspx
• BSc Speech and Language Therapy The four year
  BSc degree in Speech and Language Therapy is a
  busy and exciting programme that will prepare you
  for a professional qualification.

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• In order to practise as a speech and language
  therapist you need to study a range of subjects.
  You will study how language is structured and how
  it develops in children. You will learn about
  atypical development of speech and language in
  children and about acquired speech and language
  problems in adults.
• Classes in psychology and medical studies will
  add to your knowledge of normal and abnormal
  development in children and your understanding of
  a wide range of communication problems. Practical
  classes and working in speech and language
  therapy clinics are also an important part of
  this programme.

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Classes in psychology and medical studies will
add to your knowledge of normal and abnormal
development in children and your understanding of
a wide range of communication problems. Practical
classes and working in speech and language
therapy clinics are also an important part of
this programme.
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• Clinical Linguistics
• http//www.rug.nl/prospectivestudents/degreeprogr
  ammes/mastersprogrammes/jointprogrammes/croho60622
  cl
• The EMCL is a full-time interdisciplinary and
  transnational university programme at Masters
  level providing integrated training in
  theoretical and experimental neurosciences and
  psycholinguistics with clinical issues.

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• The aim of the Masters programme is to train
  highly qualified advanced students who are
  excellently prepared for research work and PhD
  programmes in the field of clinical linguistics.
  After finishing the programme, students have
  fundamental knowledge of theoretical linguistics
  and neurolinguistics.

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• Students have thorough knowledge of speech and
  language disorders and basic knowledge of how to
  design a neuro-imaging study. EMCL students will
  acquire competences in identifying and describing
  developmental and acquired language disorders,
  formulating relevant research questions,
  designing appropriate experiments to test speech
  and the language abilities of language-impaired
  children and adults and be able to write an essay
  to research paper quality.

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Newcastle Universityhttp//www.ncl.ac.uk/postgrad
uate/taught/subjects/speechandlanguage/courses/86

• MSc Language Pathology
• In your first year you complete 180 credits of
  compulsory modules. You also undertake a clinical
  practicum consisting of 12 sessions at the
  Universitys clinic for children 12 sessions in
  the Universitys Aphasia Clinic some
  observations in nurseries and a six-week block
  clinical placement in the summer.
• In your second year you complete another 180
  credits of compulsory modules. You also take part
  in 12 clinical sessions administering group
  therapy and complete another six-week block
  clinical placement.

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• Entrance Requirements
• The programme attracts up to 300 applications
  each year for approximately 18 places. It is a
  conversion course, designed for psychology,
  linguistics or medical graduates with at least an
  upper-second-class Honours degree and relevant
  work experience who wish to become speech and
  language therapists. Applicants whose first
  language is not English must have an IELTS score
  of 8.0 (with no sub-score less than 7.5). No
  equivalent English language qualifications can be
  considered on this programme.

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University of Essexhttp//www.essex.ac.uk/course
finder/CourseDetails.aspx?courseMAQ10912

• MA Language Disorders
• What kind of language impairments have been
  observed in children and adults? What causes
  these language impairments in children, and what
  may cause them in previously healthy adults? Why
  do some children fail to develop language
  normally? Why do people with Alzheimers Disease
  have language problems? How can we diagnose
  language impairments? What should sensible
  linguistic materials for language therapy look
  like?

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• The MA Language Disorders gives students with
  little or no previous background a thorough
  grounding in research on both acquired and
  developmental language impairments and how these
  impairments are diagnosed and treated.
• Students will become familiar with brain-related
  language disorders such as aphasia and with the
  language problems of people with Alzheimers
  Disease, Parkinsons Disease, and many others.
• Students will also learn about genetic causes of
  developmental language impairments in children.
• Our teaching in this field is strongly
  research-led and will provide opportunities to
  acquire training in a range of diagnostic and
  experimental procedures for testing and
  critically evaluating research hypotheses about
  people with language disorders.

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The MA Language Disorders is particularly
suitable for those who wish to understand the
nature of language impairments in children and
adults from a linguistic perspective, and
provides an excellent preparation for further
doctoral research. One career path outside
academia lies in speech therapy for which the MA
Language Disorders provides important core
training.
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University of Essexhttp//www.essex.ac.uk/coursef
inder/CourseDetails.aspx?courseMAQ11612

• Why do French-speaking learners of English tend
  to pronounce the words this, think, theatre as
  zis, sink, seatre, while Russian-speaking
  learners pronounce them as dis, tink,
  teatre? What explains the tendency of second
  language speakers to use forms optionally, as in
  She watches films but he watch TV? How does
  knowledge of second languages develop over time,
  and what kinds of knowledge can learners
  ultimately attain? Questions like these are
  addressed in the MA Second Language Acquisition
  by drawing on the insights of work in theoretical
  linguistics and applying those insights to
  understanding the language used by second
  language speakers. If you are interested in the
  structure of language and how linguistic analysis
  helps us understand how people learn second
  languages, this is an ideal course for you.

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University of Edinburghhttp//www.ling.ed.ac.uk/s
tudy/postgrad/mscal/

• MSc Applied Linguistics
• In Applied Linguistics, we draw on knowledge
  about language, how it works and how it is used
  in order to contribute to real life issues. We
  examine language use in a variety of social
  settings (e.g. language use in everyday
  conversation, in educational settings, in medical
  settings, etc.). We focus on language variability
  (e.g. bilingualism, accents, dialects, etc.)
  versus social diversity (e.g. gender, class,
  ethnicity, etc.). And we consider how knowledge
  about language as it is actually used in real
  social settings can (be made to) impact on
  people's lives.

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University of Bangorhttp//www.bilingualism.bango
r.ac.uk/index.php.en

• The MA in Bilingualism provides a programme of
  graduate-level study in the broad field of
  bilingualism as well as research training in this
  area.
• The course provides a comprehensive, varied and
  flexible programme of training in
  multi-disciplinary topics associated with the
  study of bilingualism, including issues related
  to language, education, and cognition. The
  purpose of the course is to provide students with
  the necessary theoretical, analytical and
  methodological tools and skills to undertake
  advanced research in an area of bilingualism.

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University of Yorkhttp//www.york.ac.uk/depts/edu
c/gsp/malle.htm

• MA Language learning and Education
• The aim of the programme is to provide a
  broad-based Masters in language education
  informed by theoretical and practical concerns.
  The programme does not offer a language teaching
  qualification it does offer advanced inquiry
  into the processes of language learning, with
  specific reference to second language learning.
  Applications are welcome from both home and
  international students.

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• Term 1 Courses
• Language for education (20 credits, assessed, 14
  of assessment total)
• Research methods in applied linguistics (20
  credits unassessed)
• One option module from the list below (20
  credits, assessed, 14 of assessment total)
• Citizenship education
• Education and social justice
• International perspectives on language education
  
• Psychology of language and language learning
• Science, education and society
• Teaching and learning in schools
• Theories of learning and development
• Teaching World English.

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• Term 2 Courses
• Teaching and learning language (20 credits,
  assessed, 14 of assessment total)
• One option module from the list below (20
  credits, assessed, 14 of assessment total)
• Computer assisted language learning and
  elearning
• English for academic and higher education
  purposes
• Evaluating ESOL classroom practice
• International issues of (in)equity
• International perspectives on science education
• Pragmatics language, meaning and communication
• Researching in an educational context
• Teaching and learning citizenship and global
  education
• Topics in second language research
• Language and culture
• Inequalities in educational opportunity and
  attainment international perspectives

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Radbound University nijmegen

• Center for language Studies
• http//www.ru.nl/cls/
• CLS is one of the two research institutes of the
  Faculty of Arts. Its mission is to carry out top
  quality innovative research in linguistics,
  language and speech technology and communication
  studies in a stimulating environment.

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• Many of the research projects are externally
  funded and are conducted in close cooperation
  with national and international partners. The CLS
  comprises five full-fledged programmes
• Communicative Compentences
• Grammar and Cognition
• Language in Time and Space
• Linguistic Information Processing
• Professional Communication Text, Context
  and Persuasion

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Te???t??? ???ss?????a

• CASTL - Center for Advanced Study in Theoretical
  Linguistics
• http//castl.uit.no/
• Utrecht Institute of Linguistics OTS (UiL OTS)
• http//www.uu.nl/EN/faculties/Humanities/research
  /researchinstitutes/uilots/Pages/default.aspx
• UCL Research Department of Linguistics
• http//www.ucl.ac.uk/psychlangsci/research/linguis
  tics

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• Grammar and cognition program
• http//www.ru.nl/grammar_and_cognition/
• Mission statement
• This programme combines theoretical research on
  language as a major cognitive function with
  psycholinguistic research on language
  processing, language acquisition, and language
  breakdown.

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• Focus
• Within the field of linguistics, an important
  line of investigation addresses the question how
  languages differ from one another (language
  typology) and which properties are
  cross-linguistically common (language
  universals). Within the field of
  psycholinguistics and neurolinguistics,
  experimental methods help us to gain insight into
  the underlying processes of comprehending,
  producing, and learning language.

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• G??ssa ?a? ??e? te???????e?
• Language processing, µ??a???? µet?f?as?, ??.
  ?e????, a?t?µat? µet?f?as?, speech synthesis, ?.?.