LG638-7-SP-CO:
The Role of Age in Bilingual Development
2016/17
Language and Linguistics
Colchester Campus
Spring
Postgraduate: Level 7
Current
15
23 February 2012
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MA Q11012 Applied Linguistics
It is an uncontested observation that language learners who are exposed to more than one language at a younger age tend to reach higher levels of proficiency than learners with a later age of acquisition ( AoA).
Similarly, bilinguals for whom exposure to one of their languages ceases at some point in life( language attriters) tend to retain higher levels of proficiency if the onset of language attrition is located after puberty.
Whether age is merely correlated with higher levels of acquisition/attrition, or whether it truly plays an independent contributing role, due to some form of maturational constraint, is one of the most highly contested issues in studies of bilingualism.
The module aims to give students a well theorised understanding of the role of age in bilingual development, covering second language acquisition (SLA), in both naturalistic and classroom settings, as well as first and second language attrition. We will explore the place of age in current theoretical models of bilingual development, assessing the empirical evidence and drawing the implications from this research about how the role of age can contribute to theory building.
Learning outcomes
By the end of the module you will have an understanding of the role that age plays in SLA in a range of different contexts. You will become aware of the theoretical foundations of research in this area, in terms of both neurolinguistic and cognitive concepts, and of the main research agendas in the field, for example the Critical Period Hypothesis (CPH) or the role of cognitive maturity. You will develop knowledge of the differences between learners of different ages, in terms of both linguistic development on one hand, and rate of acquisition and ultimate attainment on the other. You will compare first language (L1), simultaneous bilingual, and second language (L2) acquisition, and you will compare the role of age in naturalistic and instructed settings. You will become aware of how researchers from different theoretical paradigms have interpreted these differences. You will be introduced to methodological considerations in investigating the role of age in SLA, and by the end of the module, you will be in a position to go on and study specific aspects of the relationship between age and SLA.
No information available.
No information available.
A two-hour class each week. One hour of each class will be a lecture; the second hour will be informal discussion of problems set as exercises, student presentations, or of issues raised in the lectures or the associated reading.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Assignment 1: Presentation and Powerpoint |
|
30% |
| Coursework |
Assignment 2 (3000 words) |
|
70% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Prof Monika S Schmid
Prof. Monika S. Schmid, Office: 3.304, Tel: 01206 872089, Email: mschmid@essex.ac.uk
No
No
No
Prof Leah Roberts
The University of York
Chair in Education, Leader of Centre for Language Learning Research
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.