Bilingual Development in Children

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.

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.