Study programme 2019-2020Français
Psycholinguistic Approaches to the Acquisition of Native and Second Languages
Programme component of Advanced Master's in Language Sciences - Language Immersion and Language Teaching/Learning DevicesResearch Institute for Language science and Technology

Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3

CodeTypeHead of UE Department’s
contact details
Teacher(s)
UL-S1-IMMERS-602-MCompulsory UEPICCALUGA MyriamR350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage
  • PICCALUGA Myriam

Language
of instruction
Language
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français9060033.002nd term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
L-ISCL-622Psycholinguistic Approaches to the Acquisition of Native and Second Languages90600Q2100.00%
Programme component

Objectives of Programme's Learning Outcomes

  • Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
    • Analyse and model a communicative situation (individually or collectively) by critically selecting isolated theories and suitable methodological approaches.
    • Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
  • Communicate effectively. Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
    • Present (orally and in writing) the results of an intervention (study, analysis, investigation, etc.) to adequately inform a target audience.
    • Write a well-justified report about an intervention in a situation of linguistic nature.
  • Work collaboratively. Work effectively with different actors as part of a team or a network of professionals.
    • Implement the most effective ways of interpersonal collaboration in a given collaborative situation.
    • Identify specialist networks, interact and collaborate with them, and research external expertise if necessary.
  • Have a willingness to keep learning. Assess and pursue professional and personal development.
    • Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
    • Learn from practice (based particularly on assessment). Question themselves.
    • Continue to train and improve their skills.
  • Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
    • Analyse and model a communicative situation (individually or collectively) by critically selecting isolated theories and suitable methodological approaches.
    • Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
  • Communicate effectively. Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
    • Present (orally and in writing) the results of an intervention (study, analysis, investigation, etc.) to adequately inform a target audience.
    • Write a well-justified report about an intervention in a situation of linguistic nature.
  • Work collaboratively. Work effectively with different actors as part of a team or a network of professionals.
    • Implement the most effective ways of interpersonal collaboration in a given collaborative situation.
    • Identify specialist networks, interact and collaborate with them, and research external expertise if necessary.
  • Have a willingness to keep learning. Assess and pursue professional and personal development.
    • Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
    • Learn from practice (based particularly on assessment). Question themselves.
    • Continue to train and improve their skills.
  • Adopt a specialist approach to Language Immersion and Language Teaching/Learning Devices. Master the concepts, techniques, methods and devices specific to language immersion.
    • Master the characteristics of language acquisition.
    • Master the relationship between acquisition and learning, as well as understand the methods for constructing formal learning based on acquired components.
    • Identify areas of research and current research issues in language immersion.

Learning Outcomes of UE

At the end of the course, the students will be capable of describing the language components ( lexical, grammatical aspects, phonetic),explaining the roles of the various variables (personal or tied  to school and family environment) playing a role in the acquisition/ learning of a mother or foreign tongue (L1 andL2). They will have knowledge about language disorders  and will be capable of identifying didactic proposals to prevent  them

Content of UE

language components ; factors involved in the acquisition / language instruction and acquisition : cognition, maturation and environments; speech perception and listening ;  delay of language and dyslexia; Classroom observation tasks and didactic interactions

Prior Experience

Not applicable

Type of Assessment for UE in Q2

  • Presentation and/or works

Q2 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q3

  • Presentation and/or works

Q3 UE Assessment Comments

Not applicable

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
L-ISCL-622
  • Cours magistraux
  • Projets supervisés

Mode of delivery

AAMode of delivery
L-ISCL-622
  • Face to face

Required Reading

AA
L-ISCL-622

Required Learning Resources/Tools

AARequired Learning Resources/Tools
L-ISCL-622  presentations Moodle

Recommended Reading

AA
L-ISCL-622

Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
L-ISCL-622Not applicable

Other Recommended Reading

AAOther Recommended Reading
L-ISCL-622Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003 Comblain, A. Rondal, J.-A., Apprendre les langues: où, quand, comment?, Editions Mardaga, 2001 Kremer J.-M. et Denni-Krichel N. (2010). Prévenir les troubles du langage des enfants, Paris : Josette Lyon.Field, J., Listening in the language classroom, Cambridge, Cambridge university press, 2008 Lightbown P. M. and Spada N. (2013) How languages are learned.Oxford : Oxford University Press, Edition  4th ed. 

Grade Deferrals of AAs from one year to the next

AAGrade Deferrals of AAs from one year to the next
L-ISCL-622Authorized
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de génération : 13/07/2020
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