LING563 Bilingualism

Updated: 08 April 2019
Credit Points 6
Offering Not offered in 2020
Intensive School(s) None
Supervised Exam There is no supervised examination.
Pre-requisites candidature in a postgraduate award
Co-requisites LING450 or LING550 or LING451 or LING551
Restrictions LING363 or LING463
Notes None
Combined Units LING363 - Bilingualism
Coordinator(s) Liz Ellis (
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 discuss the merits of 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 and critique various theoretical approaches;
  4. discuss language acquisition and maintenance in bilingual family contexts;
  5. outline the main forms of bilingual education in national and international contexts and analyse critically the effectiveness of different approaches; and
  6. analyse critically the relationship between bilingualism studies and the field of English language teaching and propose alternative approaches.