Study programme 2020-2021 | Français | ||
Psycholinguistic Approaches to the Acquisition of Native and Second Languages | |||
Programme component of Graduate Certificate in Language Immersion MethodologyResearch Institute for Language science and Technology |
Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what special Covid-19 assessment methods are possibly planned for the end of Q3 |
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Code | Type | Head of UE | Department’s contact details | Teacher(s) |
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UL-U1-METIMM-002-M | Compulsory UE | PICCALUGA Myriam | R350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
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| Français | 9 | 0 | 6 | 0 | 0 | 3 | 3.00 | 2nd term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
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L-ISCL-622 | Psycholinguistic Approaches to the Acquisition of Native and Second Languages | 9 | 0 | 6 | 0 | 0 | Q2 | 100.00% |
Programme component |
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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
Q2 UE Assessment Comments
Not applicable
Type of Assessment for UE in Q3
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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L-ISCL-622 |
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Mode of delivery
AA | Mode of delivery |
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L-ISCL-622 |
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Required Reading
AA | |
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L-ISCL-622 |
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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L-ISCL-622 | presentations Moodle |
Recommended Reading
AA | |
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L-ISCL-622 |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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L-ISCL-622 | Not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
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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 |
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L-ISCL-622 | Authorized |