Studying at York
Bilingualism & Cognition - PSY00090M
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
We are living in an increasingly international society in which bilingualism and communicating in a non-native language are becoming the norm rather than an exception. This course considers the cognitive mechanisms underlying bilingual language use. We will review how bilinguals understand and speak two languages as well as how and why bilinguals switch between their languages. We will also discuss if and why there might be a critical period for second language acquisition. Lastly, we will consider if and how bilingualism might interact with other domains, including executive functions and decision making. Throughout the module we will consider how these different topics might relate to individual differences between bilinguals.
Module learning outcomes
- Evaluate strengths and weaknesses of the methods researchers use to study bilingual language processing and production
- Describe issues related to measuring and defining bilingualism and evaluate how these issues might be overcome in future research
- Critically evaluate evidence for and against a critical period in second language acquisition
- Compare and contrast theories on bilingual comprehension and production
- Demonstrate a deep understanding of cognitive mechanisms involved in different types of language switching and the reasons why bilinguals switch
- Critically evaluate studies assessing bilingualism and cognitive functioning
- Show a thorough understanding of potential interactions between a bilingual’s languages and decision making
Module content
- Definitions of bilingualism and individual differences between bilinguals
- Second language acquisition
- Bilingual language comprehension
- Bilingual language production
- Language switching
- Bilingualism and cognitive functioning
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
The marks on all assessed work will be provided on e-vision.
Indicative reading
De Bruin, A. (2019). Not all bilinguals are the same: A call for more detailed assessments and descriptions of bilingual experiences. Behavioral Sciences, 9(3), 33.
Declerck, M., & Philipp, A. M. (2015). A review of control processes and their locus in language switching. Psychonomic Bulletin & Review, 22(6), 1630-1645.
Lehtonen, M., Soveri, A., Laine, A., Järvenpää, J., de Bruin, A., & Antfolk, J. (2018). Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review. Psychological Bulletin, 144(4), 394-425.