LING363 Bilingualism

Updated: 08 April 2019
Credit Points 6
Offering Not offered in 2020
Intensive School(s) None
Supervised Exam There is a supervised exam at the end of the teaching period in which you are enrolled. The paper-based exam will be held at an established exam venue, and coordinated by UNE Exams Unit.
Pre-requisites LING102 or 12cp of languages study
Co-requisites None
Restrictions LING463 or LING563
Notes None
Combined Units LING563 - Bilingualism
Coordinator(s) Liz Ellis (eellis4@une.edu.au)
Unit Description

This unit introduces students to the cognitive, social and educational perspectives on the study of bilingualism. Psycholinguistic aspects such as the bilingual brain, and the link between bilingualism and intelligence are explored. We consider distinctions between simultaneous and sequential acquisition, and look at ways of characterising the bilingual's speech repertoires, including theories of code-switching. Students will gain socio-political perspectives on bilingualism through examining policy directions in selected sites. Models of bilingual education are reviewed, and the relationship of bilingual studies to the field of English as a second language teaching explored. Metalinguistic awareness and trilingualism are also considered.

Materials Textbook information will be displayed approximately 8 weeks prior to the commencement of the teaching period. Please note that textbook requirements may vary from one teaching period to the next.
Disclaimer Unit information may be subject to change prior to commencement of the teaching period.
Assessment Assessment information will be published prior to commencement of the teaching period.
Learning Outcomes (LO) Upon completion of this unit, students will be able to:
  1. identify key cognitive aspects of the bilingual's language repertoire and outline selected theories of its development and use;
  2. account for different routes to bilingual competence;
  3. discuss key research findings on the bilingual brain, and the link between bilingualism and intelligence;
  4. discuss language acquisition and maintenance in bilingual family contexts;
  5. outline the main forms of bilingual education in national and international contexts and discuss the effectiveness of different approaches; and
  6. analyse the relationship between bilingualism studies and the field of English language teaching.