On the issues of bilingualism and bilingual education

general courses

(in Polish) .

Classroom

The aim of the course is to introduce students to the issues related to linguistic research on bilingualism and bilingual education. A further goal is to prepare students to conduct an independent linguistic research (case studies of a bilingual person). The classes are conducted in the form of a seminar lecture in German (B2+).

The curriculum includes an overview of theoretical issues and results of scientific research in the field of bilingualism and bilingual education.

The following topics are discussed: 1. the concept of "bilingualism"; 2. types of bilingualism; 3. criteria for the "assessment" of bilingualism and systematic measurement of bilingual competence; 4. age as a factor in the development of bilingualism; 5. bilingualism and language development of the child; 6. bilingualism and cognitive development (development of intelligence); 7. psychological and social factors in the development of bilingualism; 8. bilingual education in a family and bilingual environment; 9. bilingual and CLIL teaching.

Student workload:

Total point value = 3 ECTS

Contact hours (in the classroom) = 30h = 1 ECTS

Independent student work outside the classroom:

Current preparation for classes - 15h = 1 ECTS

Preparation of a case study of a bilingual person: finding a person for a study, preparing and conducting an interview, preparing an interview - a case study, preparation of written work, summary of the analysis results - 15h = 1 ECTS

(a selection)

− Bach G., Niemeier S. (red) (2005), Bilingualer Unterricht. Grundlagen, Methoden, Praxis, Perspektiven, Peter Lang Verlag, Frankfurt am Main.

− Baetens Beardsmore H. (red.) (1993), European Models of Bilingual Education, Multilingual Matters Ltd., Clevedon.

− Bar-Adon A., Leopold W. (red.) (1971), Child Language. A Book of Reading, Prentice-Hall, Inc., Englewood Cliffs, New Jersey.

− Bokus B., Haman M. (red.) (1992), Z badań nad kompetencją komunikacyjną dzieci, Wydawnictwo Energeia, Warszawa.

− Dakowska M. i Olpińska M. (red.) (2014), Edukacja dwujęzyczna. Teraźniejszość i przyszłość. Studia Naukowe IKSI. Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii

− Ehlich K. (red.) (1996), Kindliche Sprachentwicklung. Konzepte und Empirie, Westdeutscher Verlag, Opladen.

− Fletcher P., MacWhinney B.(red.) (1995), The Handbook of Child Language, Backwell Publ., Oxford.

− Genesee F. (1987), Learning through Two Languages. Studies of Immersion and Bilingual Education, Newbury House Publishers, Cambridge.

− Kurcz I. (2000), Psychologia języka i komunikacji, Wydawnictwo Naukowe Scholar, Warszawa.

− Lambert W.E., Tucker R..G. (1972), Bilingual Education of Children. The St. Lambert Experiment, Newbury House Publishers, Rowley, Massachusets.

− Lauren Ch. (red.) (1994), Evaluatig European Immersion Programs. From Catalonia to Finland, Tutkimuksia No 185, Vaasa.

− Olpińska M. (2013), BilingualeKindererziehung, Studia Naukowe IKSi Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii

− Olpińska M. (2013), Nauczanie dwujęzyczne w świetle badań i glottodydaktycznych, Studia Naukowe IKSI, Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii

− Piaget J. (1969), Nachahmung, Spiel und Traum, Ernst Klett Verlag, Stuttgart.

− Rickheit G., Sichelschmidt L., Strohner H. (2004) Psycholinguistik, Stauffenburg Verlag , Tübingen.

− Shugar G.W. (1995), Dyskurs dziecięcy, Wyd. Energeia, Warszawa.

− Snow M.S., Brinton D.M. (red.), (1997), The Content-Based Classroom. Perspectives on Integrating Language and Content, Longman , New York.

After completing the course, the student:

Knowledge:

has basic theoretical knowledge in the field of bilingualism (K_W01), (K_W04);

knows and understands the most important concepts and theories in the history of research on bilingualism and the most important aspects of research on bilingualism (K_W01), (K_W03);

knows the basic terminology in the field of bilingualism (K_W02);

has basic knowledge about the main directions of development and the most important new scientific achievements in the field of research on bilingualism (K_W06);

knows and understands the basic methods of analysis of phenomena related to bilingualism and interpretation of research results on bilingualism (K_W07);

understands the binding rules of intellectual property protection (K_W08);

Skills:

has the ability to independently develop knowledge in the field of bilingualism (K_U03);

has elementary research skills in case analysis (K_U02);

has the ability to independently prepare a case study of a bilingual person (K_U04), (K_U08).

Social competence:

can make contact with a bilingual person for research purposes (S_K01);

has the ability to independently prepare a case study of a bilingual person, in particular to conduct a targeted interview with a bilingual person (K_K01);

is able to properly define the priorities for the implementation of a task specified by himself or a tutor (K_K03);

can properly plan and carry out activities aimed at achieving the assumed research goal (K_K03);

is characterised by readiness to work independently on improving research skills and knowledge (S_K01).

Assessment methods:

- activity assessment,

- assessment of the written work: a case study.

Assessment criteria:

- the student's presence in classes and being active are taken into account; the assessment is carried out as follows:

1. If a student did not exceed 3 unjustified absences in the semester and actively participated in the classes - s/he receives grade “satisfactory”;

2. If a student did not exceed 3 unjustified absences in the semester, s/he actively participated in the classes and made an attempt to prepare a case study of a bilingual person - s/he receives grade “good”;

3. If a student did not exceed 3 unjustified absences in the semester, he actively participated in the classes and made a successful attempt to prepare a case study of a bilingual person - s/he receives grade “very good”.