Language Acquisition

obligatory courses

Classroom

This course aims to provide an introduction to the study of first, second and subsequent language acquisition. There will be discussed both theories of language acquisition and the factors that have a bearing on what language development looks like in a particular case.

The course will serve as a general introduction to the study of first and second language acquisition. Through the topics explored, students will become familiar with aspects and issues of diversity in societies, including socio-linguistic factors, ethnicity and gender attitudes. The module also provides a comprehensive overview of relevant aspects of bilingualism and multilingualism development by both children and adults, including cases of children learning a minority or heritage language and adults 'forgetting' their first language (first language attrition). Various factors that influence the acquisition process will be discussed, such as age, language environment, cognitive functions, social context, motivation and language aptitude.

Main theories of First Language Acquisition.

Age factor in First Language Acquisition.

Psychological, sociocultural and linguistic factors in First Language Acquisition.

Main theories of Second Language Learning.

The description of learner language.

Individual differences in Second Language Acquisition.

Third language acquisition.

Crosslinguistic influence.

The early development of bi-/multilingualism.

Factors affecting the development of bi-/multilingualism.

Bringing up a bi-/multilingual child.

Adult bi-/multilingualism.

Advantages and disadvantages of being a bi-/multilingual speaker.

A DST Model of Multilingualism.

The Role of Metalinguistic Awareness.

References

Baker, C. & Wright, W. E. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.

Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Longman.

Clark, E. V. (2016). First Language Acquisition. Cambridge University Press.

Coulmas, F. (2018). An Introduction to Multilingualism: Language in a Changing World. Oxford University Press.

De Houwer, A. 2009. Bilingual First Language Acquisition. Multilingual Matters.

Ellis, R. (1994). The study of Second Language Acquisition. Oxford University Press.

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell.

Jessner, U. (2008a). Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15–56. https://doi.org/10.1017/S0261444807004739

Jessner, U. (2008b). A DST Model of Multilingualism and the Role of Metalinguistic Awareness. The Modern Language Journal, 92, 270–283. https://doi.org/10.1111/j.1540-4781.2008.00718.x

Jessner, U. (2014). On Multilingual Awareness or Why the Multilingual Learner is a Specific Language Learner. In M. Pawlak & L. Aronin. Essential Topics in Applied Linguistics and Multilingualism: Studies in Honor of David Singleton (pp. 175–184). Springer. https://doi.org/10.1007/978-3-319-01414-2_10

Kurcz, I. (2007). Psychologiczne aspekty dwujęzyczności. Gdańskie Wydawnictwo Psychologiczne.

Mitchell, R. & Myles, F. (2004). Second Language Learning Theories. Hodder Arnold.

Olpińska, M. (2004). Wychowanie dwujęzyczne. KJS UW.

Saxton, M. (2017). Child Language. Acquisition and Development. SAGE Publications Ltd.

Stavans, A. & Jessner, U. (Eds.) 2022. The Cambridge Handbook of Childhood Multilingualism. Cambridge University Press.

VanPatten, B. & Williams, J. (Eds.) (2015). Theories in second language acquisition. An introduction. Routledge.

Knowledge: the graduate knows and understands:

-at an advanced level conceptual and terminological apparatus in the field of multilingualism and multiculturalism

-at an advanced level main directions of development and the most important achievements in the area of multilingualism and multiculturalism

-at an advanced level contemporary research trends in the field of multilingualism and multiculturalism

-at an advanced level the complex nature of language, its intricacy and changeability

-the latest research methodology used in the field of multilingualism and multiculturalism

Skills: the graduate is able to:

-prepare written works in the field of multilingualism and multiculturalism in English (including works bearing the features of a scientific text)

-search, analyse and utilise information using available sources

-recognize different genres of texts and conduct their in-depth analysis and interpretation using various methods

-argue substantively using the views of other authors and formulate conclusions

-integrate knowledge relevant to multilingualism and multiculturalism

-independently develop and give an oral presentation on a selected topic in the field of multilingualism and multiculturalism using source literature

-formulate, analyse and synthesise research problems in the field of multilingualism and multiculturalism and select adequate methods and tools to solve these problems, present the developed issues using various forms and methods

-work independently and in a group to acquire knowledge and develop research skills in the field of multilingualism and multiculturalism

-use the English language in speech and writing compliant with the requirements set out for the B2+ level according to CEFR

Social competences: the graduate is ready to:

-recognise the importance of knowledge and seek expert advice when problems arise

-critically assess knowledge and skills in the field of multilingualism and multiculturalism

The final assessment will be based on:

- the assessment of an essay on the biography of a bilingual/multilingual person, written according to the given criteria (50% of the final mark);

- the assessment of the final test containing a few open questions (50% of the final mark).

0–59% = ndst (2.0)

60–67% = dst (3.0)

68–75% = dst+ (3.5)

76–83% = db (4.0)

84–91% = db+ (4.5)

92–98% = bdb (5.0)

99–100%= bdb! (5.0!)