Cette unité d’enseignement, destinée aux étudiants en Master en orthophonie, offre une exploration approfondie des compétences pragmatiques et discursives introduites dans le programme de premier cycle (diplôme d’orthophonie). Elle couvre les concepts théoriques clés liés à ces deux domaines, les méthodologies d’évaluation, et les techniques de rééducation. Dans ce cours, les étudiants sont formés à l’utilisation de tests et à l’observation clinique pour évaluer la pragmatique et le discours dans différentes pathologies, et apprennent à développer des plans d’intervention personnalisés en employant une démarche EBP.

Temps présentiel : 15 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Projets

Référence :
- Alduais, A., Al-Qaderi, I., & Alfadda, H. (2022). Pragmatic language development: Analysis of mapping knowledge domains on how infants and children become pragmatically competent. Children, 9(9), 1407. - Ariel, M. (2010). Defining pragmatics. Cambridge University Press. - Bishop, DVM, Snowling, MJ, Thompson, PA, Greenhalgh, T & the CATALISE‐2 consortium (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology Psychiatry, 58: 1068-1080 - Cummings, Louise (2014). The Cambridge Handbook of Communication Disorders. Cambridge: Cambridge University Press - Cummings, L. (2014). Pragmatic disorders across the life span. Springer Netherlands. - Félix-Brasdefer, J.C. (2017). Y. Huang (ed.), The Oxford Handbook of Pragmatics. Oxford University Press, 416-434. - Fiani, R., Henry, G. & Prévost P. (2020). Narrative comprehension in Lebanese Arabic-French bilingual children. In U. Bohnacker & N. Gagarina (Eds). Developing Narrative Comprehension. Multilingual Assessment Instrument for Narratives. (pp. 31-60). John Benjamins Publishing Company. - Fiani, R., Henry, G., & Prévost, P. (2022). Macrostructure in narratives produced by Lebanese Arabic-French bilingual children: Developmental trends and links with language dominance, exposure to narratives and lexical skills. Linguistic Approaches to Bilingualism, 12(4),446-478. https://doi.org/10.1075/lab.20035.fia - Fujiki, M., & Brinton, B. (2014). Social communication assessment and intervention for children with language impairment. In Social communication development and disorders (pp. 220-251). Psychology Press. - Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2015). Assessment of narrative abilities in bilingual children. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 243-269). Bristol: Multilingual Matters. - González-Lloret, M. (2020). Pragmatic development in L2: An overview. Developmental and clinical pragmatics, 237-267. - Grice, H. P. (1975). Logic and conversation. In Speech acts (pp. 41-58). Brill. - Hobart, C & Frankel, J (2004). A Practical Guide to Child Observation and Assessment. (3rd ed). Cheltenham: Nelson Thornes - Hwa-Froelich, D. A. (2014). Social communication theoretical foundations and introduction. In Social communication development and disorders (pp. 3-19). Psychology Press. - Mandy, W., Wang, A., Lee, I., & Skuse, D. (2017). Evaluating social (pragmatic) communication disorder. Journal of Child Psychology and Psychiatry, 58(10), 1166-1175. - Tsimpli, I., Peristeri, E. & Andreou, M. (2016). Narrative production in monolingual and bilingual children with specific language impairment, Applied Psycholinguistics, 37(1), 195–216.