Undergraduate Course: Child Bilingualism: Language and Cognition (LASC10077)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course provides an introduction to current linguistic and cognitive research on child bilingualism.
This course introduces students to current research on language and cognition in child bilingualism - the simultaneous or successive learning of two (or more) languages in early childhood. The first part of the course focuses on linguistic aspects and the second on psycholinguistic and cognitive aspects. Particular attention will be paid to data analysis and interpretation.
Information for Visiting Students
|Pre-requisites||Visiting students should have at least 3 Linguistics/Language Sciences courses at grade B or above (or be predicted to obtain this). We will only consider University/College level courses.
|High Demand Course?
Course Delivery Information
|Academic year 2016/17, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Essay 50%; 2 hour exam 50%
||Group discussions and student presentations as part of the tutorials
||Hours & Minutes
|Main Exam Diet S2 (April/May)||Child Bilingualism: Language and Cognition||2:00|
On completion of this course, the student will be able to:
- Understand current issues in the research on child bilingual language development
- Understand the relationship between a bilingual child's two languages
- Uunderstand the role of input in bilingual acquisition
- Understand the effects of bilingualism on general cognition
- Understand the relationship between language and cognition in bilingualism
|Bialystok, E. 2003. Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.|
Bialystok, E., Craik, F., Green, D. and Gollan, T. 2009. Bilingual minds. Psychological Science in the Public Interest 10: 89┐129.
Byers-Heinlein, K., & Werker, J.F. 2009. Monolingual, bilingual, trilingual: Infants┐ language experience influences the development of a word-learning heuristic. Developmental Science 12, 815┐823.
De Groot, A. 2011. Language and Cognition in Bilinguals and Multilinguals. Hove: Psychology Press.
De Houwer, A. 2007. Parental language input patterns and children┐s bilingual use. Applied Psycholinguistics 28: 411-424.
De Houwer, A. 2009. Bilingual First Language Acquisition. Channel Books.
Sorace, A. and Serratrice, L. 2009. Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism 13: 92-125.
Sorace, A., Serratrice, L. Filiaci, F. and Baldo, M. 2009. Discourse conditions on subject pronoun realization: testing the linguistic intuitions of older bilingual children. Lingua 119: 460-477.
|Graduate Attributes and Skills
|Additional Class Delivery Information
||Teaching Contact Time: 9 weeks out of 11 at 3 hours/week = 27 hours
|Course organiser||Prof Antonella Sorace
Tel: (0131 6)50 3493
|Course secretary||Miss Emma Nelson
Tel: (0131 6)50 9870
© Copyright 2016 The University of Edinburgh - 3 February 2017 4:28 am