This module introduces and encourages evaluation of theories of human development across the lifespan. It explores issues such as social and age identity; age categorisation; ageing and age-prejudice, from a language and communication perspective. In these areas, students will critically evaluate empirical studies of how language and social interaction reflect, consolidate and influence human development across the lifespan (from childhood to old age). The module aims to develop a critical understanding of how our society views, talks about and constructs different age groups. The module provides extension in knowledge and skills in understanding age as a sociolinguistic concept and in analysing discourse and social interaction, interpersonal communication, institutional interaction as well as media representations in the context of age, ageing and the lifespan.

• Describe and evaluate different approaches to the study of ageing and human development and theories on studying (age) identity.
• Identify and describe various linguistic, visual and textual means of representing age identities and human development
• Identify and describe sociolinguistic and cultural forms of ageism
• Understand and evaluate the role of stereotypes in lifespan communication
• Collect, transcribe and analyse aspects of lifespan communication in a range of settings using their own and published data sources
• Critically evaluate representations of human development in e.g. various media sites

Timetabled sessions include2 lectures and 1 seminar per week. During seminars, you will take part in group discussions and analyse data with the aim to discussing findings in a critical way.Lectures are usually supplemented with PowerPoint slides and handouts summarising content at a reasonable level of detail. These are usually made available on Learning Central. Audio and video content may be used inthis module to illustrate aspects of language, communication and age(ing). Transcripts can be provided where the audio or visual texts are analysed in detail or are a core element of the lecture/seminar.

During this module you will practice skills in

• Readingand critically evaluating relevant published book chapters and journal articles on language, communication and age(ing)
• Discussing set readings on language, communication and the lifespan (in seminars)
• Collecting, transcribing  (where relevant) text, talk and interaction from the perspective of age identity
• Analysing specific aspects of language and the lifespan in a range of settings using your own and/or published data sources
• Writing an academic project report

These are transferrable skills which will be useful in a range of employment in areas such as teaching, publishing, journalism, counselling, personnel management and more generally in PR and management and other institutional contexts, among others.

The module is assessed by coursework only.

 The coursework (100% of module mark): the assessment will consist of a written assignment (80%) and a presentation of the project (20%). Students will be given a wide choice of topics to follow their own interests related to lifespan communication and they are also given a choice regarding the type of data (written or spoken) and analysis.

 The module is assessed according to the Assessment Criteria set out in the English Language and Communication Course Guide. Clear guidelines about the assessment of the presentation will be given out during the module. Otherwise, there are no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

• Sociolinguistic approach to ageing:

Age as a sociolinguistic and socio-cultural variable. Linguistic and cultural assumptions about language and the lifespan. Social stereotypes and dominant metaphors of ageing and human development. Linguistic categories and the lifespan.

• Discourse and lifespan identity:

Theoretical approaches to discourse and self-identity at different points in the lifespan. Negotiating age-identity across the lifespan.  Discourse and ageism.

• Intergenerational talk:

Intergenerational talk in family and institutional contexts across the lifespan.

• Representing age and ageing:

Media representations of children, teenagers and older people. The body and ageing.  Ageing and gender.

You will be expected to read books and journal articles both in printed copy and online. The following books cover the main topics of the module:

Bond, J., Peace, P., Dittman-Kohli, F. and Westerhof, G. (2007) (3^rd ed.) (eds.) Ageing in Society.

London: Sage.

Coupland, N. and Nussbaum, J. (1993) Discourse and Lifespan Identity.  London: Sage.

Harwood, J. (2007) Understanding Communication and Aging.  Thousand Oaks, Cal.: Sage.

Hockey, J. and James, A. (1993) Growing Up and Growing Old. London: Sage.

Nussbaum, J. F. and Coupland, J. (2004) (2^nd ed.) (eds.) Handbook of Communication and Aging

Research. Mahwah, NJ: Lawrence Erlbaum.

Sealey, A. (2000) Childly Language: Children, Language and the Social World. London:Longman.

Williams, A. and Nussbaum, J. (2001) Intergenerational Communication across the Life Span. 

Mahwah, N.J: Lawrence Erlbaum.

Williams, A. and Thurlow, C. (eds.) (2005) Talking Adolescence. Perspectives on Communication in

the Teenage Years. New York: Peter Lang.

Ylänne, V. (ed.) (2012) Representing Ageing. Images and Identities.  Basingstoke: Palgrave

Macmillan.

 An extensive reading list will be given out at the beginning of the module and recommended reading for each topic will be indicated on lecture handouts.

 There are many books and journal articles in Cardiff University library and online which will be recommended throughout the module. You will also be encouraged to surf the net for relevant sites. You will be asked to read set readings for some of the seminars. You should contact the module leader as early as possible if you will require readings in an alternative format.Links to some relevant articles will also be placed in Learning Central.