Psycholinguistic Perspectives on Second/Foreign Language Acquisition and Bilingualism
| Title | Ψυχογλωσσολογικές Προσεγγίσεις στην Εκμάθηση της Δεύτερης/Ξένης Γλώσσας και στη Διγλωσσία / Psycholinguistic Perspectives on Second/Foreign Language Acquisition and Bilingualism |
| Code | ΕΔΞΓ 557 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600016512 |
Programme of Study: PMS THEŌRĪTIKĪS KAI EFARMOSMENĪS GLŌSSOLOGIAS
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| EKMATHĪSĪ KAI DIDASKALIA XENĪS GLŌSSAS | Elective Courses | Winter/Spring | - | 0 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Class ID | 600132970
|
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600132970
- At the Website of the School:
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Learning Outcomes
• Understanding the basic psycholinguistic approaches to bilingualism / multilingualism
• Knowledge of basic research methods on bilingualism and the effects of bilingualism on cognitive abilities.
• Ability to critically evaluate theories and empirical studies related to bilingualism and cognitive abilities.
• Ability to design an experiment to investigate the effect of bilingualism on cognitive abilities after a critical analysis of the parameters that influence its design.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course deals with psycholinguistic approaches to bilingualism / multilingualism. Based on empirical studies, it examines and evaluates theories concerning bilingual linguistic ability, bilingual language processing, bilingual linguistic acquisition in children and adults, bilingual neurolinguistics, and bilingual cognitive abilities.
Keywords
Bilingualism, multilingualism, psycholinguistic approaches, cognition, children, adults
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
Use of ICT in Course Teaching
Use of ICT in Communication with Students
Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.4 | |||
| Reading Assigment | 100 | 3.6 | |||
| Project | 50 | 1.8 | |||
| Written assigments | 86 | 3.1 | |||
| Total | 275 | 10 |
Student Assessment
Description
Oral article presentation 20%
Poster presentation (individual mini project I) 30%
Written report of individual project II (about 2000 words) 40%
Class participation 10%
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Δεν δίνεται.
Additional bibliography for study
Bialystok,E.(1991.Language processing in bilingual children Cambridge University Press.
Bialystok,E., & Hakuta, K.(1994). In other words: The science and psychology of second-language acquisition. New York: Basic Books.
Granena, G., Jackson, D. O., & Yilmaz, Y. (2016). Cognitive individual differences in second language processing and acquisition. Philadelphia/Amsterdam: John Benjamins Publishing Company.
Grosjean, François, and Ping Li. (2013). The Psycholinguistics of Bilingualism.New York, NY: Wiley-Blackwell.
Bialystok, E., Craik, F. I. M., Green, D. W., & Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10, 89–129.
De Houwer, A., Bornstein, M. H. & Putnick D. L. (2014). A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35, 1189-1211.
Costa, A, Hernández, M, Costa-Faidella, J. (2009) On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition 113(2): 135–149.
Schwieter J. W. (2016). Cognitive Control and Consequences of Multilingualism. John Benjamins.
Calvo, A. & E. Bialystok. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278-288.
Last Update
10-02-2020
