Newcastle University

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

This module focuses on the acquisition, retention, loss and use of two or more languages throughout the lifespan of an individual. It considers how two or more languages are represented in one mind, how languages interact in use, as well as building on and extending students' knowledge of first and second language acquisition and language change. It also considers issues around the role of languages in shaping identity and society.

Outline Of Syllabus

Topics covered in this module will include:

•       Bi/multilingual first language acquisition (phonology and syntax)
•       Biliteracy
•       Effects of multilingualism on non-linguistic cognitive processes
•       L2 language acquisition in adults
•       Language attrition
•       Heritage languages
•       Language policy in multilingual contexts and the politics of multilingualism

Intended Knowledge Outcomes

By the end of the module, students will have acquired:
• An advanced understanding of the cognitive mechanisms for representing two or more languages (building on materials in SEL2086)
• An understanding of the effects of multilingualism on non-linguistic cognitive processes
• An understanding of the differences between first/second and third language acquisition
• An understanding of he role of heritage languages in multilingual contexts
• Familiarity with issues surrounding language policy in multilingual contexts and the politics of multilingualism

Intended Skill Outcomes

By the end of the module, students will:
• Be able to evaluate with sensitivity the role of language in shaping identity and society
• Be able to synthesize social science and humanities perspectives in identifying and critiquing issues and approaches to multilingualism
• Be able to draw on and appropriately analyse data to critique theoretical and theoretically-informed research

Teaching Rationale And Relationship

Lectures will provide the principal source of core content (knowledge) delivery and directions for guided independent learning. Seminars provide the principal source of developing core skills in analytical techniques as well as a space for clarifying knowledge content and testing the limits of theories and concepts through group discussion. The computer-based workshops are a second source of developing core skills, specifically in how to navigate key data sources such as multilingual child language corpora (e.g. CHILDES) and codeswitching corpora (e.g. the Bangor group of corpora).

Assessment Rationale And Relationship

The mid-semester poster evaluates the ability to synthesise existing data, theory and practices and distil and present these in a poster format familiar to and targeted at a non-academic audience of the students' choosing. The poster may be presented as a traditional poster, or in an equivalent digital format e.g. as a short campaign on social media (Instagram, TikTok, etc. The poster is prepared as a group. If appropriate (e.g. for reasons relating to an SSP), an equivalent individual assessment may be agreed with the module leader.

The written exercise evaluates students' ability to (i) apply their skills in data manipulation and analysis to a novel dataset and evaluate the results with respect to existing work in multilingualism, and (ii) evaluate and critique theories concerning aspects of multilingual language use, learning, and retention, as addressed in the module content.

General Notes

N/A