- Department: Language and Linguistic Science
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2023-24
- See module specification for other years: 2022-23
In this module we explore bilingualism across a range of perspectives. We consider how being bilingual affects language processing and use over the course of lifespan, and how it affects development. We think about the role of bilingualism in society and education, and how bilingual speakers use their two (or more) languages in different linguistic contexts.
Pre-requisite modules
Co-requisite modules
- None
Prohibited combinations
- None
Occurrence | Teaching period |
---|---|
A | Semester 1 2023-24 |
This module will provide an overview of bilingual processing and use, bilingual development and education and the possible effects of bilingualism on aspects of cognition. Some of the issues to be considered are:
the dynamic nature of bilingualism over the lifespan
code-switching in adults and in children
the controversy over one system vs. two in simultaneous bilingual acquisition
bilingualism and education
the relation between bilingualism and cognitive processing
At the end of this module you will be able to:
understand bilingualism from a linguistic, psycholinguistic, developmental and educational perspective
identify linguistic phenomena that are typical of bilingual language use
work with online corpora of bilingual data to identify and extract suitable data for linguistic analysis
analyse (qualitatively or quantitatively) linguistic data from bilingual speakers
develop your own research questions and hypotheses
write about bilingualism in a precise and technical way
The module will cover topics including:
Bilingual processing
Bilingual development
Code-switching
Bilingualism and education
Bilingualism and cognition
Task | % of module mark |
---|---|
Essay/coursework | 60 |
Open Exam (7-day week) | 40 |
None
Task | % of module mark |
---|---|
Essay/coursework | 60 |
Open Exam (7-day week) | 40 |
Summative feedback will be given within 25 working days of the submission date.
Assessment 1 |
Annotation on submitted work |
Assessment 2 |
Feedback grid relating to criteria assessed in the summative data-based essay, to be returned by the end of Week 11. |
Assessment 3 |
Annotation on submitted work |
Brulard, I., & Carr, P. (2003). French-English bilingual acquisition of phonology: One production system or two? International Journal of Bilingualism, 7(2), 177-202.
Gardner-Chloros, P., McEntee-Atalianis, L., & Paraskeva, M. (2013). Code-switching and pausing: an interdisciplinary study. International Journal of Multilingualism, 10(1), 1-26.
Locay, L., Regan, T. L., & Diamond, A. M. (2013). The effects of Spanish-language background on completed schooling and aptitude test scores. Economic Inquiry, 51(1), 527–562. https://doi.org/10.1111/j.1465-7295.2012.00458.x
Mägiste, E. (1979). The competing language systems of the multilingual. Journal of Verbal Learning and Verbal Behavior, 18, 79-89.
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28, 399-410.