Duration
20h Th
Number of credits
| Master en logopédie, à finalité spécialisée | 2 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course will address the specific characteristics of neurodevelopmental disorders (intellectual development disorder, autism spectrum disorder, developmental oral language disorder, dyslexia/dysorthography) in children educated in a bilingual environment.
The differences with monolingual children will be highlighted and the hypothesis of cumulative effects will be deconstructed.
The course will also focus on assessment strategies adapted to these multilingual contexts and will propose speech therapy intervention approaches, taking into account family and sociocultural dynamics.
Learning outcomes of the learning unit
At the end of the course students will be able to :
- analyse objectively a situation of bilingualism in neurodevelopmental disorders
- carry out a coherent and appropriate assessment
- plan clinical management
- inform and advise parents and teachers appropriately
Prerequisite knowledge and skills
Completion of the LOGO5008 course 'Psycholinguistic and logopaedic approach to bilingualism and multilingualism'.
As this course covers the basic concepts relating to the bilingual development of the neuro-typical child, it is essential to have completed it and received credit for it in order to follow the course on bilingualism in neurodevelopmental disorders.
Planned learning activities and teaching methods
Face-to-face courses and reading of articles
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Presence required
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Comblain A. (2023) 'Bilinguisme et apprentissage précoce des langues. Entres idées reçues et fausses croyances'. Presses Universitaires de Liège (paper version)
The link to the open-access version will be posted on the e-campus website. It can also be downloaded from the Presses Universitaires de Liège website.
The articles will be given as the course progresses.
Written work / report
Other : Presentation of a clinical case study during the last lesson
Further information:
Written work / report
Other : Presentation of a clinical case study during the last lesson
Further information:
Assessment of the course will take the form of an integrated assessment of clinical reasoning, carried out partly in groups and partly individually. It aims to assess the students' ability to apply the knowledge covered in the course to analyse a complex clinical situation in a multilingual context, formulate and justify clinical decisions, and adapt these decisions as new information becomes available.
During the second class session, each group (max. 3 people) will be given a complex clinical scenario, which will serve as a guiding thread throughout the course.
Over the course of the sessions and in line with the content covered, students will be asked to apply the concepts, models and scientific data studied to their clinical scenario. They will thus gradually build up their analysis: formulating and revising hypotheses, identifying the additional information required, selecting and justifying an assessment approach, reflecting on diagnostic and/or therapeutic directions, and proposing interventions and recommendations for the child, their family and their environment.
The work required therefore constitutes an evolving clinical analysis, which is gradually developed as the various topics of the course are covered. Groups must keep a record of this process and be able to demonstrate how the knowledge acquired and new information have led to the confirmation, refinement or modification of their hypotheses and decisions.
During the final class session (or the last two sessions, depending on the number of groups), each group will present the results of this ongoing clinical analysis to the whole class. The presentation (10 minutes max.) will be followed by a discussion allowing students to question and challenge the choices made and the reasoning behind them.
The assessment will comprise three components:
Group clinical case report - 40 per cent: Production of a summary report presenting the analysis of the situation, clinical hypotheses, any additional information deemed necessary, proposals for assessment and/or intervention, and their justification in light of the scientific and clinical knowledge covered in the course.
Clinical presentation - 30 per cent: During the final class session, each group will present their case and the clinical decisions reached. This presentation will be followed by a discussion with all the students and the lecturer. Students must be able to defend their choices, answer questions and take into account different perspectives or constraints that may influence the clinical decision.
Individual assignment - 30%: Following the clinical conference, each student will individually produce a short assignment in which they will explain and justify their own analysis and clinical decisions. In particular, they will be asked to take into account points raised during the group discussion and to highlight, where applicable, any changes or revisions to their reasoning. This paper is to be submitted on the first day of the January examination session (i.e. 4 January 2027 at 6.00 pm).
The assessment will focus primarily on the quality of clinical reasoning: the selection and articulation of relevant information; the critical application of knowledge and evidence; consideration of linguistic, family, cultural and environmental factors; the coherence and feasibility of proposals; and the ability to articulate uncertainties and adjust a decision in light of new information.
Detailed instructions, assessment criteria, the timetable and practical arrangements will be presented during the first lecture.
Remarks concerning spelling: Mastery of the French language is one of the
basic skills required for professional practice in speech therapy. As such, if the exam paper
contains more than 10 spelling mistakes (usage and/or agreement), the student
will have 2 points deducted from their final mark (/20).
Work placement(s)
Organisational remarks and main changes to the course
See assessment criteria
Contacts
a.comblain@uliege.be