Life in two languages. Cognitive aspects of bilingualism and second language learning
|Kod przedmiotu:||WFz.IPs-N-OB24||Kod Erasmus / ISCED:||(brak danych) / (0313) Psychologia|
|Nazwa przedmiotu:||Life in two languages. Cognitive aspects of bilingualism and second language learning|
|Punkty ECTS i inne:||
zobacz reguły punktacji
The goal of the course is to introduce students to the interesting and rapidly developing field of bilingualism. We will take a cognitive perspective on what it means to be bilingual or "a second language user". Research in the field has demonstrated that even relatively short exposure to a foreign language leaves traces in the cognitive system that cannot be ignored.
The goal of the course is to introduce students to the interesting and rapidly developing field of bilingualism. We will take a cognitive perspective on what it means to be bilingual or "a second language user". Research in the field has demonstrated that even relatively short exposure to a foreign language leaves traces in the cognitive system that cannot be ignored. Undoubtedly, the ability to speak foreign languages is desirable; however, being a second language speaker can be both a blessing and a curse. Besides the obvious communicative benefits, growing evidence suggests that there are both cognitive advantages and disadvantages associated with bilingualism. We will examine several issues related to bilingualism and second language use and acquisition. Topics to be covered in the course include relationship between language and thought, constraints on second language acquisition, brain representation of a second language, benefits and drawbacks of bilingualism, organization of both languages in mind. Seminars will consist of discussion and students' presentations based on the assigned readings. I will expect you to read each of the assigned papers prior to the class meeting, attend class, participate actively, and cooperate in facilitating discussion. You will also be required to write a short essay.
2: Measuring second language proficiency
3: Cognitive consequences of bilingualism
4: How does your second language change your brain?
5: How important is it to start early?
6: How do bilingual infants acquire two languages?
7: Language processing in bilingual infants and toddlers
8: How do adults learn a second language?
9: How is second language organized in mind?
10: Are the two languages stored together?
11: Understanding complex sentences
12: Juggling two languages in production
13: Language automaticity and control
14: How is simultanous translation achieved?
15: Wrapping it all up
Class 1: none
Class 2: none
Class 3: Bialystok, E., Luk, G., Peets, K.F., Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525-531.
Colzato, L. S. et al. (2008). How does bilingualism improve executive control? A comparison of active and reactive inhibition mechanisms. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 302-312.
Costa, A. Santesteban, M. (2004). Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language, 50, 491-511.
Class 4: Crinion, R. Turner, A. Grogan, T. Hanakawa, U. Noppeney, J.T. Devlin, T. Aso, S. Urayama, H. Fukuyama, K. Stockton, K. Usui, D.W. Green and C.J. Price (2006). Language control in the bilingual brain, Science 312, pp. 1537–1540.
Class 5: Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12, 48-54.
Kovelman, I., Baker, S., Petitto, L.A. (2008). Age of bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), pages 203-223.
Kuhl P.K. et al. (2005). Early speech perception and later language development: Implications for the “Critical Period”. Language Learning and Development, 1, 237–264.
Class 6: Bosch, L., Sebastián-Gallés, N. (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46(2-3), 217.
Byers-Heinlein, K., Werker, J. F. (2009). Monolingual, bilingual, trilingual: infants' language experience influences the development of a word-learning heuristic. Developmental Science, 12(5), 815–823.
Class 7: Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31(02), 227–252.
Class 8: Degani, T. Tokowicz, N. (2010). Ambiguous words are harder to learn. Bilingualism: Language and Cognition, 13, pp 299-314
Class 9: Duyck, W. et al. (2007). Visual word recognition by bilinguals in a sentence context: Evidence for nonselective lexical access. Journal of Experimental Psychology: Learning, Memory, Cognition, 33, 663-679.
Class 10: Levy, B.J., McVeigh, N.D., Marful, A., Anderson, M.C. (2007). Inhibiting your native language: The role of retrieval-induced forgetting during second language acquisition. Psychological Science, 18, 29-34.
Linck, J. A., Kroll, J. F., Sunderman, G. (2009). Losing access to the native language while immersed in a second language: Evidence for the role of inhibition in second language learning. Psychological Science, 20, 1507-1515.
Proverbio, A. M., Adornia, R., Zani, A. (2007). The organization of multiple languages in polyglots: Interference or independence? Journal of Neurolinguistics, Volume 20, Issue 1 , 25-49.
Class 11: Dussias, P. E. (2004). Parsing a first language like a second: The erosion of L1 parsing strategies in Spanish-English Bilinguals. International Journal of Bilingualism, 3, 355-371.
Class 12: Hoshino, N., Kroll, J. F. (2008). Cognate effects in picture naming: Does cross-language activation survive a change of script? Cognition, 106, 501-511.
Class 13: Pallier, Ch., Dehaene, S., Poline, J.B., LeBihan, D., Argenti, A.M., Dupoux,E., Mehler, J. (2003). Brain imaging of language plasticity in adopted adults: can a second language replace the first?. Cerebral Cortex, 13(2):155--161.
Segalowitz, N., Trofimovich, P., Gatbonton, E., Sokolovskaya, A. (2008). Feeling affect in a second language: The role of word recognition automaticity. Mental Lexicon, 3, 47-71.
Class 14: Macizo, P., y Bajo, M. T. (2009). Schema Activation in Translation and Reading: A Paradoxical Effect. Psicologica 30, 59-89.
Christoffels, I.K., de Groot A.M.B., Kroll, J.F. (2006). Memory and language skills in simultaneous interpreting: Expertise and language proficiency. Journal of Memory and Language, 54, 324-345.
Właścicielem praw autorskich jest Uniwersytet Jagielloński w Krakowie.