Bilingual Development in Children
Informacje ogólne
Kod przedmiotu: | 2500-EN_F_86 |
Kod Erasmus / ISCED: |
14.4
|
Nazwa przedmiotu: | Bilingual Development in Children |
Jednostka: | Wydział Psychologii |
Grupy: |
Academic basket Cognitive Psychology basket Elective courses electives for 2 and 3 year |
Punkty ECTS i inne: |
(brak)
|
Język prowadzenia: | angielski |
Rodzaj przedmiotu: | fakultatywne |
Skrócony opis: |
(tylko po angielsku) The course is intended for students who are interested in the phenomenon of (mostly child) bilingualism. The topics cover different aspects of bilingual development in children and are grounded in research on developmental psycholinguistics in monolingual context. The classes will be divided into four blocks, covering: the definition and types of bilingual speakers (1 class), the role of language exposure in bilingual language use (3 classes), linguistic development (vocabulary and grammar) in bilinguals (3 classes), bilingualism and non-verbal cognitive development (3 classes), bilingualism and Theory of Mind (2 classes). One class will be devoted to a topic of students own choosing (see details in the full course description). |
Pełny opis: |
(tylko po angielsku) The course is intended for students who are interested in the phenomenon of (mostly child) bilingualism. The topics cover different aspects of bilingual development in children and are grounded in research on developmental psycholinguistics in the monolingual context. The classes will be divided into four blocks, covering: the definition and types of bilingual speakers (1 class), the role of language exposure in bilingual language use (3 classes), linguistic development (vocabulary and grammar) in bilinguals (3 classes), bilingualism and non-verbal cognitive development (3 classes), bilingualism and Theory of Mind (2 classes). One class will be devoted to a topic of students’ choice from the following: how to test/diagnose language development in bilinguals; Specific Language Impairment and bilingualism; identity, expressing emotions in the languages of the bilingual (topics linking bilingualism and students own interests are also welcome). The remaining two classes will be devoted to a class summary (final-term), and the final test. There will be an obligatory reading (chapter from a handbook, blog post by an expert in the field, etc.) for almost every class which will serve as a starting-point and basis for the topic discussed in class. Additionally, students will be strongly advised to read one of the research papers assigned to every class. Each class, the research paper(s) will be presented by one of the students as research reports (15-20 mins + discussion) (see the list of topics and readings below). Each student will prepare one research report during the semester. The presenters will be also responsible for preparing a few questions/issues for in-class discussion (rooted in the knowledge gained in class, their experience or thoughts). The students will be requested to send in their presentations a few days before the class so that the presentations can be checked by the lecturer. If any improvements are suggested, they should be applied before presenting the report in class. ECTS = 100 hours of workload Class attendance – 30 hours Reading weekly literature and preparing for discussion – 30 hours Preparing research reports – 10 hours Preparing for final test – 30 hours |
Literatura: |
(tylko po angielsku) 1. Bilingualism and bilingual speaker – definition, types. Obligatory reading: Grosjean, F. (2008) Studying bilinguals. Oxford University Press. Chapter 2 (p. 9-13) 2. Is hearing a language in infancy enough to become a bilingual? Obligatory reading: De Houwer, A. (2009). Language learning in the first year at the intersection of interaction, socialization and maturation. In De Houwer, A. (Ed.) Bilingual First Language Acquisition, Multilingual Matters. pp. 26-29. Research paper 1: Bosch, L., & Sebastian-Galles, N. (2003). Simultaneous Bilingualism and the Perception of a LanguageSpecific Vowel Contrast in the First Year of Life. Language and Speech, 46(2-3), 217–243. doi:10.1177/00238309030460020801 Research paper 2: Kuhl, P. K., Tsao, F.-M., & Liu, H.-M. (2003). Foreign- language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096–9101. 3. The role of parental language input in bilingual language use. Obligatory reading: De Houwer, A. (2009). Language learning in the first year at the intersection of interaction, socialization and maturation. In De Houwer, A. (Ed.) Bilingual First Language Acquisition, Multilingual Matters. pp. 20-25 Research paper 1: De Houwer, A. (2007). Parental language input patterns and children's bilingual use. Applied Psycholinguistics, 28, 411- 424. doi:10.1017/S0142716407070221 4. Early word learning. The importance of variety of exposure contexts Obligatory reading: Paradis, J. (2011). Individual differences in child English second language acquisition: comparing childinternal and external factors (pp.213-218) Research paper 1: Gollan, T. H., Starr, J., & Ferreira, V. S. (2015). More than use it or lose it: The number-of-speakers effect on heritage language proficiency. Psychonomic Bulletin & Review, 22(1), 147-155. 5. Bilingual and monolingual language development: same milestones, different timing? Obligatory reading: Bialystok, E., Craik, F. I. M., Green, D. W., & Gollan, T. H. (2009). Bilingual Minds. Psychological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084. SECTION 1 Research paper 1: Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(01), 1–27. http://doi.org/10.1017/S0305000910000759 6. Developmental changes in lexical abilities of bilingual children (no obligatory reading) Research paper 1: Uccelli, P., & Páez, M. M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills. Language, Speech, and Hearing Services in Schools, 38(3), 225–236. http://doi.org/10.1044/0161- 1461(2007/024); Research paper 2: Umbel, V. M., & Ki Oller, D. (1994). Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children. Language Learning, 44(2), 221–242. http://doi.org/10.1111/j.1467- 1770.1994.tb01101.x 7. Interaction of vocabulary and grammar in bilinguals Obligatory reading: Clark E.V. (1995/2007), Language Acquisition: The Lexicon and Syntax. In J.L. Miller, P.D. Eimas (Eds.). Speech, Language and Communication, pp. 303–337. Research paper 1 (for TWO PEOPLE): Conboy, B. T., & Thal, D. J. (2006). Ties Between the Lexicon and Grammar: Cross-Sectional and Longitudinal Studies of Bilingual Toddlers. Child Development, 77(3), 712–735. http://doi.org/10.1111/j.1467- 8624.2006.00899.x 8. Bilingual "cognitive advantage" in preschool children Obligatory reading: Bialystok, E., Craik, F. I. M., Green, D. W., & Gollan, T. H. (2009). Bilingual Minds. Psychological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084. SECTION 2 Research paper 1: Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298. http://doi.org/10.1111/j.1467- 7687.2008.00675.x Research paper 2: Esposito, A. G., Baker-Ward, L., & Mueller, S. (2013). Interference Suppression vs. Response Inhibition: An Explanation for the Absence of a Bilingual Advantage in Preschoolers’ Stroop Task Performance. Cognitive Development, 28(4), 354–363. https://doi.org/10.1016/j.cogdev.2013.09.002 9. Bilingual "cognitive advantage" at pre-verbal stage Research paper 1: Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7- month-old bilingual infants. Proceedings of the National Academy of Sciences, 106(16), 6556–6560. http://doi.org/10.1073/pnas.0811323106 Research paper 2: Sebastián-Gallés, N., Albareda-Castellot, B., Weikum, W. M., & Werker, J. F. (2012). A Bilingual Advantage in Visual Language Discrimination in Infancy. Psychological Science, 23(9), 994–999. https://doi.org/10.1177/0956797612436817 10. Criticism of bilingual “cognitive advantage” Obligatory reading: The Bilingual Advantage: Where Do We Go From Here? (n.d.). Retrieved from https://www.psychologytoday.com/blog/lifebilingual/201601/the-bilingual-advantage-where-do-we-go-here Research paper 1 (for TWO PEOPLE): Valian, V. (2015). Bilingualism and cognition. Bilingualism: Language and Cognition, 18(1), 3–24. https://doi.org/10.1017/S1366728914000522 11. Bilingualism and Theory of Mind (as measured by false-belief tasks) Obligatory reading: Social cognition | The Development of Theory of Mind in Early Childhood. (n.d.). Retrieved from http://www.child- encyclopedia.com/social-cognition/accordingexperts/development- theory-mind-early-childhood Research paper 1: Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12(1), 48– 54. http://doi.org/10.1111/j.1467- 7687.2008.00742.x Research paper 2: Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1–15. http://doi.org/10.1017/S1366728903001007 12. Impact of access to language on cognitive development Obligatory reading: Slaughter, V., Peterson, C. C. (2011). How conversational input shapes theory of mind development in infancy and early childhood. In Siegal, M., Surian, L. (Ed.), Access to language and cognitive development. NY United States: Oxford University Press. Research paper 1: Siegal, M., Iozzi, L., & Surian, L. (2009). Bilingualism and conversational understanding in young children. Cognition, 110(1), 115– 122. http://doi.org/10.1016/j.cognition.2008.11.002 Research paper 2: Meristo, M., Falkman, K. W., Hjelmquist, E., Tedoldi, M., Surian, L., & Siegal, M. (2007). Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43(5), 1156–1169. https://doi.org/10.1037/0012-1649.43.5.1156 |
Efekty uczenia się: |
(tylko po angielsku) Upon finishing the course, the participants will: A. Knowledge be able to define a bilingual speaker (by their experience and their linguistic behavior), distinguish between most common/basic types of bilingual speakers; be acquainted with the current theoretical “state of the art” of research on cognitive and linguistic aspects of bilingualism presented during the course; B. Skills be able to review major empirical findings and theoretical issues in the area of bilingualism; have practiced oral scientific communication; have practiced critical thinking. |
Metody i kryteria oceniania: |
(tylko po angielsku) Attendance is a necessary condition to pass the class. Please note that while two unexcused absences are allowed, only sick leave will be handled as a valid excuse. Altogether, no more than four absences for the semester are acceptable. The final grade will depend on: student presentation of research report (30%) in-class discussion points (10%) (questions to be prepared before class on the basisof the readings and students’ own experience) the final-test results (60%). The test will include both open-ended and closed questions (closed questions may include True/False statements and multiple choice questions). It will be based on readings and class discussions |
Właścicielem praw autorskich jest Uniwersytet Warszawski.