Study programme 2022-2023 | Français | ||
Cognition, Speech and Bilingualisms | |||
Programme component of Advanced Master's in Language Sciences (MONS) (day schedule) à la Faculty of Translation and Interpretation - School of International Interpreters |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
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UT-S1-SCLANG-344-M | Optional 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 | 5 | 10 | 15 | 0 | 0 | 5 | 5.00 | 2nd term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
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T-ISCL-110 | Cognition, Speech and Bilingualisms | 5 | 10 | 15 | 0 | 0 | Q2 | 100.00% |
Programme component |
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Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
At the end of the instruction, the students will be able to identify different types of bilingualism, explain effects of bilingualism on cognitive development and language acquisition, construct a questionnaire of linguistic bibliography, apply it and make critical observations about the results obtained .They will be able to describe, on base of a set of speech tasks , the profile of bilingual individuals and to compare the results with the data of the scientific literature They will be able to discuss bilingualism intervention practices, describe and comment on international recommendations and position of professional associations for this population.
UE Content: description and pedagogical relevance
Conceptual adjustments, types of bilingualism. Evolution of data on the effects of bilingualism on the linguistic, cognitive and socio-communicative levels. Role of environment and acquisition contexts. Clinical history and bibliographic questionnaires(PaBiQ , ... ). Cross-linguistic influences. Concept of cognitive reserve. EBP principles of diagnosis / intervention in bilingual children.Clinical practices among the bilingual population: research reports and international recommendations.Speech, receptive and productive phonological skills and bilingualism
Prior Experience
Not applicable
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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T-ISCL-110 |
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Mode of delivery
AA | Mode of delivery |
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T-ISCL-110 |
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Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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T-ISCL-110 | Moodle |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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T-ISCL-110 | Not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
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T-ISCL-110 | Bialystok, E.Fergus I.M. Craik and Luk, G. Bilingualism: consequences for mind and brain, Trends in Cognitive Sciences, 16, 4, 2012, 240-250,https://doi.org/10.1016/j.tics.2012.03.001. De Groot, A.M.B, Kroll, J.F. (Editeurs), Handbook of bilingualism: psycholinguistic approaches, Oxford University Press, Oxford, 2005. De Groot, A.M.B, Kroll, J.F. (Editeurs), Tutorials in bilingualism : psycholinguistic perspectives, Lawrence Erlbaum Associates, Mahwah, 1997. Ebert, K., & Kohnert, K. (2016). Language learning impairment in sequential bilingual children. Language Teaching, 49(3), 301-338. doi:10.1017/S0261444816000070 Grosjean, F. & Li, P. (2013). The Psycholinguistics of Bilingualism. Malden, MA & Oxford: Wiley-Blackwell. Grosjean, F. & Byers-Heinlein, K. (2018). The Listening Bilingual: Speech Perception, Comprehension, and Bilingualism. Hoboken, NJ: Wiley. Kohnert, K., & Medina, A. (2009). Bilingual Children and Communication Disorders: A 30-Year Research Retrospective. Seminars in Speech and Language, 30(4), 219-233. Recommandations :The International Expert Panel on Multilingual Children's Speech |
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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T-ISCL-110 | Authorized |
Term 2 Assessment - type
AA | Type(s) and mode(s) of Q2 assessment |
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T-ISCL-110 |
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Term 2 Assessment - comments
AA | Term 2 Assessment - comments |
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T-ISCL-110 | Type of test: V / F, MCQ and open-ended questions written exam: 1/3; work : 2/3 If the exam grade obtained for one part of the assessment (either exam or work) is inferior to 10, then the final score will be 5/20 |
Term 3 Assessment - type
AA | Type(s) and mode(s) of Q3 assessment |
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T-ISCL-110 |
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Term 3 Assessment - comments
AA | Term 3 Assessment - comments |
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T-ISCL-110 | Type of test: V / F, MCQ and open-ended questions written exam: 2/3; work : 1/3 If the exam grade obtained for one part of the assessment (either exam or work) is inferior to 10, then the final score will be 5/20 |