Psychology of Language and Communication Across Life-span: a Cross-cultural Approach 00-FF-PLC
description of the detailed program content:
Language use is crucial to human cognition and human society. It lets individuals and communities send and receive immensely complex information, and it allows this information to be transmitted from one generation to the next. It also plays a role in how individuals form bonds with each other and with social groups, and how other people perceive them. This course will introduce students to some fundamental insights and major issues about the nature of human language use in everyday life. In the seminar, we will explore the topics of first language acquisition, multilingualism, second and foreign language learning, sensitive periods in language learning and the pragmatics of human communication. We will learn about the variety of methods used in language research, including psycholinguistic experiments, ethnographic approach, qualitative interview research and corpus studies.
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Term 2021L:
description of the detailed program content: Language use is crucial to human cognition and human society. It lets individuals and communities send and receive immensely complex information, and it allows this information to be transmitted from one generation to the next. It also plays a role in how individuals form bonds with each other and with social groups, and how other people perceive them. This course will introduce students to some fundamental insights and major issues about the nature of human language use in everyday life. In the seminar, we will explore the topics of first language acquisition, multilingualism, second and foreign language learning, sensitive periods in language learning and the pragmatics of human communication. We will learn about the variety of methods used in language research, including psycholinguistic experiments, ethnographic approach, qualitative interview research and corpus studies. |
Term 2022L:
description of the detailed program content: Language use is crucial to human cognition and human society. It lets individuals and communities send and receive immensely complex information, and it allows this information to be transmitted from one generation to the next. It also plays a role in how individuals form bonds with each other and with social groups, and how other people perceive them. This course will introduce students to some fundamental insights and major issues about the nature of human language use in everyday life. In the seminar, we will explore the topics of first language acquisition, multilingualism, second and foreign language learning, sensitive periods in language learning and the pragmatics of human communication. We will learn about the variety of methods used in language research, including psycholinguistic experiments, ethnographic approach, qualitative interview research and corpus studies. |
Type of course
Course coordinators
Assessment criteria
ways of measuring learning outcomes
Participation in class: 20%
attendance + active participation (commenting and asking questions in class, if sb feels uncomfortable, there will be an option of writing a response paper instead)
Weekly Questions (short home assignment): 10%
Discussion Leader: 25%
leading one class discussion
Article Review: 15%
summarizing and presenting one of the paper to the class
Final Write-up 30%
(essay on a chosen topic from the ones discussed during classes, ca. 5 pages):
Bibliography
Bergelson, E., & Swingley, D. (2012). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109(9), 3253-3258.
Bloom, P. (2001). Précis of how children learn the meanings of words. Behavioral and brain Sciences, 24(6), 1095-1103.
Braginsky, M., Yurovsky, D., Marchman, V. A., & Frank, M. C. (2019). Consistency and variability in children’s word learning across languages. Open Mind, 3, 52-67.
Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46(1), 71-86.
Clerkin, E. M., Hart, E., Rehg, J. M., Yu, C., & Smith, L. B. (2017). Real-world visual statistics and infants' first-learned object names. Philosophical Transactions of the Royal Society B: Biological Sciences, 372(1711), 20160055.
Embick, D, White, Y and Tamminga, M (2020) Heritage languages and variation: Identifying shared factors. Bilingualism: Language and Cognition. doi:10.1017/S1366728919000476
Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological science, 14(1), 31-38.
Polinsky, M and Scontras, G (2020a) Understanding heritage languages. Bilingualism: Language and Cognition. doi:10.1017/S1366728919000245
Surrain, S. (2018). ‘Spanish at home, English at school’: how perceptions of bilingualism shape family language policies among Spanish-speaking parents of preschoolers. International Journal of Bilingual Education and Bilingualism, 1-15.
Notes
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Term 2021L:
teaching methods and workload: -mini lectures class materials will be available on MS Teams channel: https://teams.microsoft.com/l/channel/19%3aOoKSh-65lL3jKjaqxkR-47ug1c6LL0FpzhumkTvEkWs1%40thread.tacv2/Og%25C3%25B3lny?groupId=df6889cb-8b2a-406e-ba6a-ad2465f4fa47&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86 |
Term 2022L:
teaching methods and workload: -mini lectures class materials will be available on MS Teams channel: https://teams.microsoft.com/l/channel/19%3aOoKSh-65lL3jKjaqxkR-47ug1c6LL0FpzhumkTvEkWs1%40thread.tacv2/Og%25C3%25B3lny?groupId=df6889cb-8b2a-406e-ba6a-ad2465f4fa47&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86 |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: