Studying at York
Language Development and Age - LAN00114M
- Department: Language and Linguistic Science
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2024-25
Module summary
This module offers an in-depth exploration of the role of age in language development across the lifespan. A starting point concerns the issue of whether children are more successful language learners than adults. The research evidence is far from straightforward, and you will learn to investigate the issue from a variety of perspectives (e.g., classroom v. naturalistic learning settings), and to articulate the implications of different findings for theories of language development. The module also goes beyond the debate of whether “earlier is better” for second language learning, to look at age effects in language maintenance (e.g., following years of immersion in a different language) and in the relationship between language learning and cognitive skills over the lifespan.
Professional requirements
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
The module aims to
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provide a detailed exploration of research on the role of age in language development across the life-span, including first and second or subsequent language development, and language development in naturalistic, instructed, and clinical settings.
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deepen students’ knowledge of a range of different types of data used in language development research.
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develop students' understanding of how research on the role of age can contribute to theory building in language development.
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develop students' understanding of issues of research design specific to research on age in language development.
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provide opportunities to identify and develop skills in good, informative communication about research.
Module learning outcomes
At the end of the module you will be able to:
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understand and critically evaluate the role that age plays in bilingual development in a range of different contexts.
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articulate and apply the theoretical foundations of neurolinguistic and cognitive research on age in language development.
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understand a range of research methods and critically evaluate methodological considerations in investigation of the role of age in language development.
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propose well-motivated new studies in the field.
Academic and graduate skills
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Students will practise the following skills during this module: academic writing, analytic reasoning, understanding experiment design, reading and interpreting statistical data, oral presentations.
Module content
Each week, a one-hour lecture and one-hour seminar will be devoted to a specific topic on the role of age in language development.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Essay/coursework | 30 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Students will receive oral feedback on the work carried out during seminars. Written feedback on formative and summative assessments will be provided via commentary on the scripts and a feedback form including an essay rubric. Feedback for assessments will be returned within 25 working days.
Indicative reading
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.
Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1), 1-35.