 | Study programme 2018-2019 | Français | |
 | Psycholinguistic Approaches to the Acquisition of Native and Second Languages | ||
Programme component of Certificat d'Université - Spécialisation en méthodologie de l'immersion linguistiqueResearch Institute for Language science and Technology |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UL-U1-METIMM-002-M | Compulsory UE | PICCALUGA Myriam | R350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 0 | 0 | 0 | 0 | 3 | 3.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| L-ISCL-622 | Psycholinguistic Approaches to the Acquisition of Native and Second Languages | 15 | 0 | 0 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
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
| AA | Type of Teaching Activity/Activities |
|---|---|
| L-ISCL-622 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| L-ISCL-622 |
|
Required Reading
| AA | |
|---|---|
| L-ISCL-622 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| L-ISCL-622 | presentations Moodle |
Recommended Reading
| AA | |
|---|---|
| L-ISCL-622 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| L-ISCL-622 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| L-ISCL-622 | Karmiloff, 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
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| L-ISCL-622 | Authorized |