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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2018/2019

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DRPS : Course Catalogue : School of Philosophy, Psychology and Language Sciences : Language Sciences

Undergraduate Course: Child Bilingualism: Language and Cognition (LASC10077)

Course Outline
SchoolSchool of Philosophy, Psychology and Language Sciences CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 3 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course provides an introduction to current linguistic and cognitive research on child bilingualism.
Course description 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.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed: LEL2A: Linguistic Theory and the Structure of English (LASC08017) AND LEL2D: Cross-linguistic Variation: Limits and Theories (LASC08020)
Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesVisiting 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? Yes
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Understand current issues in the research on child bilingual language development
  2. Understand the relationship between a bilingual child's two languages
  3. Uunderstand the role of input in bilingual acquisition
  4. Understand the effects of bilingualism on general cognition
  5. Understand the relationship between language and cognition in bilingualism
Reading List
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.
Additional Information
Graduate Attributes and Skills Not entered
Additional Class Delivery Information Teaching Contact Time: 9 weeks out of 11 at 3 hours/week = 27 hours
Keywordsbilingualism,language,cognition
Contacts
Course organiserProf Antonella Sorace
Tel: (0131 6)50 3493
Email: A.Sorace@ed.ac.uk
Course secretaryMiss Emma Nelson
Tel: (0131 6)51 5505
Email: Emma.Nelson@ed.ac.uk
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