Guía docente de Bilingüismo: Investigación en el Lenguaje de los Bilingües (M19/56/2/14)

1: Bilingüismo: Introducción.

2: Adquisición del lenguaje bilingüe en el adulto.

3: Adquisición del lenguaje bilingüe en el niño.

4: Cómo llevar a cabo la investigación en adquisición del lenguaje bilingüe.

Prerequisites:

• Good knowledge and use of the English language (C1 level or above).

Recommendation:

• It is essential for students to have good knowledge of linguistics and the different linguistics levels (esp. morphology and syntax) since the focus of this course is linguistic and not pedagogic.
• It is highly recommended for students to have knowledge of disciplines related to applied linguistics (second language acquisition; psycholinguistics; child language acquisition; etc).
• Students are encouraged to take other Linguistics subjects/modules offered in our MA.

Use of Artificial Intelligence (AI):

• En el caso de utilizar herramientas de IA para el desarrollo de la asignatura, el estudiante debe adoptar un uso ético y responsable de las mismas. Se deben seguir las recomendaciones contenidas en el documento de "Recomendaciones para el uso de la inteligencia artificial en la UGR" publicado en esta ubicación: https://ceprud.ugr.es/formacion-tic/inteligencia-artificial/recomendaciones-ia#contenido0

By the end of the course students are expected:

• to understand the key (psycho)linguistic factors in bilingual language acquisition and development (in instructed as well as in naturalistic settings, both in children and adults).
• to explore (via hands-on research activities) the language of such bilinguals, with a special focus on the analysis of linguistic data (corpus-based methodologies mainly).
• to be acquainted with the rationale and methodology of empirical studies on bilingualism.
• to be in a position to conduct basic research on the language of bilinguals through the analysis of linguistic data.
• to point the main properties that characterize the interaction between two languages.
• to understand the benefits (or lack thereof) of instructed bilingualism on the linguistic competence of the bilingual.

Note: Classes will be taught in English / Las clases se impartirán en inglés.

1. Bilingualism: Introduction
   1. Types and definitions of bilingualism and bilinguals
   2. Approaches to the study of bilingualism
   3. Benefits of bilingualism on cognitive development
2. Adult bilingual language acquisition
   1. Key factors in adult bilingual second language acquisition
   2. The language of adult bilinguals: bilingualism and SLA
   3. Exploring the grammar of bilinguals
      1. Current topics in adult bilingual SLA
      2. The benefits of bilingual immersion education on linguistic competence
3. Child bilingual language acquisition
   1. Key factors in child bilingual language acquisition (2L1 and L2)
   2. The language of child bilinguals: language development
   3. Effects of the interaction between two languages
4. How to conduct research in bilingual language acquisition
   1. Introduction to research methods in bilingualism
   2. Corpus-based methods

The same as above.

Note: readings shown with an asterisk (*) are highly recommended.

General readings about bilingualism/SLA 

• *Altarriba, A. J., & Heredia, R. R. (2008). An Introduction to Bilingualism: Principles and Processes. Routledge.
• *Baker, C. (2021). Foundations of Bilingual Education and Bilingualism (7th ed). Clevendon: Multilingual Matters.
• Behrens, H. (2008). Corpora in Language Acquisition Research. Amsterdam: John Benjamins.
• Bhatia, T.J. & W.C. Ritchie (2004). The Handbook of Bilingualism. Oxford: Wiley-Blackwell.
• Bialystok, E. (Ed.). (1991). Language Processing in Bilingual Children. Cambridge: Cambridge University Press.
• Bullock, B. E., & Toribio, A. J. (2009). The Cambridge Handbook of Linguistic Code-switching. Cambridge: Cambridge University Press.
• Cantone, K.F.  (2007). Code-switching in Bilingual Children. Springer.
• De Houwer, A. (2009). An Introduction to Bilingual Development. Clevendon: Multilingual Matters.
• Dewaele, J.-M., Housen, A., & Li, W. (eds) (2003). Bilingualism: Beyond Basic Principles. Clevedon: Multilingual Matters.
• *Field, F. W. (2011). Key Concepts in Bilingualism. Palgrave Macmillan.
• García, O. (2009). Bilingual Education in the 21st Century: A global perspective. Malden, MA: Wiley-Blackwell.
• Grosjean, F.  (2008).  Studying Bilinguals. Oxford University Press.
• *Grosjean, F. & Li, P. (2013). The Psycholinguistics of Bilingualism. Malden, MA: Wiley-Blackwell.
• Kecskes, I., & Albertazzi, L. (2007). Cognitive Aspects of Bilingualism. Dordrecht: Springer.
• Kroll, J. F. & DeGroot (2009). Handbook of Bilingualism: Psycholinguistic Perspectives. Oxford: Oxford University Press.
• Li, W. 2000. The Bilingualism Reader. London: Routledge.
• *Montrul, S. (2013). El bilingüismo en el mundo hispanohablante. Malden, MA: Wiley-Blackwell
• Myers-Scotton, C. (2005). Multiple Voices: An Introduction to Bilingualism. Oxford: Wiley-Blackwell.
• Nicol, J. (Ed.). (2001). One Mind, Two Languages: Bilingual Language Processing. London: Blackwell.
• Paradis, J., Genesee, F., & Crago, M. B. (Eds.). (2011). Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning (2nd ed.). Baltimore: Paul H Brookes Pub Co.
• Romaine, S. (1995). Bilingualism (2nd ed). London: Blackwell.
• Yip, V. & Matthews, S.  (2007) The Bilingual Child. Cambridge: Cambridge University Press.
• Zurer, B. (2008). Raising a Bilingual Child. New York: Living Language.

Specific chapters/papers

• *Bhatia, T. K. (2006). Bilingualism and second language learning. In (K. Brown, Ed.)Encyclopedia of Language and Linguistics (2nd edition). Oxford: Elsevier.
• Butler, Y. G., & Hakuta, K. (2006). Bilingualism and second language acquisition. In T. K. Bhatia & W. C. Ritchie (Eds.), The Handbook of Bilingualism (pp. 114–144). Oxford: Wiley-Blackwell.
• *Cook, V. (2008). Linguistic contributions to bilingualism. In A. J. Altarriba & R. R. Heredia (Eds.), An Introduction to Bilingualism: Principles and Processes (pp. 245–264). New York: Routledge.
• *Fernández Fuertes, R. & Liceras, J.M. (2018). Bilingualism as a first language: language dominance and crosslinguistic influence. In Cuza, A. and P. Guijarro-Fuentes (Eds.), Language Acquisition and Contact in the Iberian Peninsula (p. 159–186). Berlin: De Gruyter Mouton.
• Genesee, F., (2003). What do we know about bilingual education for majority language students? In: Bhatia, T.K. & Ritchie, W. (eds.) Handbook of Bilingualism and Multiculturalism. London: Blackwell.
• *Gass, S., & Glew, M. (2008). Second language acquisition and bilingualism. In A. J. Altarriba & R. R. Heredia (Eds.), An Introduction to Bilingualism: Principles and Processes (pp. 265–294). New York: Routledge.
• Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course [chapter 2.4 Bilingual acquisition] (3rd ed.). London: Lawrence Erlbaum Associates.
• Gianico, J. L., & Altarriba, J. (2008). The psycholinguistics of bilingualism. In A. J. Altarriba & R. R. Heredia (Eds.), An Introduction to Bilingualism: Principles and Processes (p. 71–). New York: Routledge.
• *Grosjean, F. (2013). Bilingualism: A short introduction. In F. Grosjean & P. Li, The Psycholinguistics of Bilingualism (pp. 5–25). Malden, MA: Wiley-Blackwell.
• Hakuta, K. (2009). ‘Bilingualism’. In: Adelman, G. & Smith, B.H. (eds). Encyclopedia of Neuroscience (3rd edition). Elsevier.
• *Hawkins, R., & Lozano, C. (2006). Second language acquisition of phonology, morphology and syntax. In K. Brown (Ed.), Encyclopedia of Language and Linguistics (2nd edition) (pp. 67–74). Oxford: Elsevier.
• Marian, V., & Shook, A. (2012). The Cognitive Benefits of Being Bilingual. Cerebrum: The Dana Forum on Brain Science, 2012(13). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/
• Nicoladis, E. (2008). Bilingualism and language cognitive develoment. In A. J. Altarriba & R. R. Heredia (Eds.), An Introduction to Bilingualism: Principles and Processes (pp. 167–197). New York: Routledge.
• Pavlenko, A. (2005). Bilingualism and thought. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of Bilingualism: Psycholinguistic Approaches (pp. 433–453). Oxford: Oxford University Press.
• *Wei, L. 2006. ‘Bilingualism’. In: Brown, K. (ed). Encyclopaedia of Language and Linguistics (2nd ed). Elsevier

Research methods in bilingualism/language acquisition (general)

• Ellis, R., & Barkhuizen, G. P. (Eds.). (2005). Analysing Learner Language. Oxford University Press.
• Gass, S. M., & Mackey, A. (2007). Data Elicitation for Second and Foreign Language Research. Mahwah, NJ: Lawrence Erlbaum Associated.
• Granger, S. (2012). How to use Foreign and Second Language Learner Corpora. In A. Mackey & S. M. Gass (Eds.), Research Methods in Second Language Acquisition: A Practical Guide (pp. 5–29). Oxford: Wiley-Blackwell.
• Mackey, A., & Gass, S. M. (2005). Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum Associates.
• *Mackey, A., & Gass, S. M. (Eds.). (2012). Research Methods in Second Language Acquisition: A Practical Guide. Oxford: Wiley-Blackwell.
• Marian, V. (2008). Bilingual research methods. In A. J. Altarriba & R. R. Heredia (Eds.), An Introduction to Bilingualism: Principles and Processes (pp. 13–37). New York: Routledge.
• Wei, L., & Moyer, M. (2008). Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Malden, MA: Wiley-Blackwell.

Research methods in bilingualism/language acquisition (corpora)

• *Lozano, C. (2021). Corpus textuales de aprendices para investigar sobre la adquisición del español LE/L2. In M. Cruz Piñol (Ed.), E-Research y español LE/L2: Investigar en la era digital (pp. 138-163). New York: Routledge. ISBN 9781138359741
• *Lozano, C. (2020). How to do research in SLA by combining corpus and experimental methods: An introduction for language researchers and teachers. In M. Planelles Almeida, A. Foucart, & J. M. Liceras (Eds.), Perspectivas actuales en la enseñanza y el aprendizaje de lenguas en contextos multiculturales / Current Perspectives in Language Teaching and Learning in Multicultural Contexts (pp. 389-421). Thomson Reuters Aranzadi.
• Lozano, C., & Mendikoetxea, A. (2013). Learner corpora and second language acquisition: the design and collection of CEDEL2. In A. Díaz-Negrillo, N. Ballier, & P. Thompson (Eds.), Automatic Treatment and Analysis of Learner Corpus Data. (pp. 65–100). Amsterdam: John Benjamins.
• Myles, F. (2007). Investigating learner language development with electronic longitudinal corpora: Theoretical and methodological issues. In L. Ortega & H. Byrnes (Eds.), The Longitudinal study of Advanced L2 Capacities (pp. 58–72). Hillsdale, N.J.: Lawrence Erlbaum.
• Rutherford, W., & Thomas, M. (2001). The Child Language Data Exchange System in research on second language acquisition. Second Language Research, 17(2), 195–212.

Major journals:

• Applied Linguistics (Oxford University Press):

http://applij.oxfordjournals.org/

• BLC: Bilingualism: Language and Cognition (Cambridge University Press):

http://journals.cambridge.org/action/displayJournal?jid=BIL

• ICRJ: International CLIL Research Journal

http://www.icrj.eu/

• IJB: International Journal of Bilingualism (Sage):

http://ijb.sagepub.com/

• IJBEB: International Journal of Bilingual Education and Bilingualism (Routledge):

http://www.informaworld.com/smpp/title~content=t794297780

• JICB: Journal of Immersion and Content-Based Language Education (John Benjamins)

http://benjamins.com/#catalog/journals/jicb

• LAB: Linguistic Approaches to Bilingualism (John Benjamins):

http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=LAB

See above.

• UGR teaching platform (PRADO): https://prado.ugr.es   (all course contents, notifications and relevant info will be uploaded here).
• Corpora:
  • Child bilingual corpora: the CHILDES project: https://childes.talkbank.org
    • MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk. Third Edition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Adult L2 corpora: http://learnercorpora.com
    • COREFL corpus (http://corefl.learnercorpora.com):
      • Lozano, C., Díaz-Negrillo, A., & Callies, M. (2021). Designing and compiling a learner corpus of written and spoken narratives: COREFL. In C. Bongartz & J. Torregrossa (Eds.), What’s in a Narrative? Variation in Story-Telling at the Interface between Language and Literacy (pp. 21-46). Bern: Peter Lang. ISBN: 9783631701850.
    • CEDEL2 corpus (http://cedel2.learnercorpora.com):
      • Lozano, Cristóbal (2022). CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research. Second Language Research, 38(4): 965-983. DOI: 10.1177/02676583211050522.
      • Lozano, C. (2009). CEDEL2: Corpus Escrito del Español como L2. In C. M. Bretones & et al (Eds.), Applied Linguistics Now: Understanding Language and Mind/La Lingüística Aplicada actual: Comprendiendo el Lenguaje y la Mente (pp. 197–212). Almería: Universidad de Almería.   
      • Lozano, C., & Mendikoetxea, A. (2013). Learner corpora and second language acquisition: the design and collection of CEDEL2. In A. Díaz-Negrillo, N. Ballier, & P. Thompson (Eds.), Automatic Treatment and Analysis of Learner Corpus Data. (pp. 65–100). Amsterdam: John Benjamins.

• MD01 Lección magistral/expositiva 
• MD02 Sesiones de presentaciones, discusión y debate 
• MD03 Trabajo autónomo. 
• MD05 Realización de trabajos individuales 

Evaluation instruments/procedure

• Active in-class participation
  • Score based on 4 categories (does not participate / one-off or sporadic participation / some participation / regular active participation)
• Take-home task on the analysis of child bilingual language acquisition (further details to be provided in class)
  • Score based on:
    • the use of English
    • the analysis of data provided
• Oral presentations on adult bilingual language acquisition (further details to be provided in class).
  • Score based on:
    • use of English (pronunciation, grammar, technical vocabulary)
    • knowledge of topic/exemplification
    • critical flair/originality
• Assignment (paper) where the student will apply those skills learnt during the course to a study on adult bilingual language acquisition (further details to be provided in class).
  • Score based on:
    • structure, referencing, biblio, appendices
    • lit review (depth, critical flair)
    • research questions, hypotheses, IVs, DVs
    • method, sample, tagset
    • dicussion, conclusion, implications
    • results & statistical analysis
    • overall linguistic analysis & illustration
    • argumentation, novelty

Evaluation Criteria

• Demonstration of an understanding of
  • the key factors and topics in bilingual language acquisition and their effects on the linguistic competence of both child and adult bilinguals
  • the essential topics in bilingual education
• Development of skills for critically reading and presenting literature and studies on bilingual acquisition
• Ability to construct and sustain a reasoned argument
• Ability to analyse and critically understand bilingual data
• Ability to write a coherent and well-argued paper on bilingualism

Continuous Evaluation %

• Active in-class participation: 5%
• Take-home task on the analysis of child bilingual language acquisition (further details to be provided in class): 20%
• Oral presentations on adult bilingual language acquisition (further details to be provided in class): 15%
• Tests based on readings: In-class short tests prior to the readings (further details to be provided in class): 15%
• Written assignment (paper) where the student will apply those skills learnt during the course to a study on adult bilingual language acquisition (further details to be provided in class): 45%

The same instruments, criteria, procedure and % as above. 

El artículo 8 de la Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada establece que podrán acogerse a la evaluación única final, el estudiante que no pueda cumplir con el método de evaluación continua por causas justificadas.

Para acogerse a la evaluación única final, el estudiante, en las dos primeras semanas de impartición de la asignatura o en las dos semanas siguientes a su matriculación si ésta se ha producido con posterioridad al inicio de las clases o por causa sobrevenidas. Lo solicitará, a través del procedimiento electrónico, a la Coordinación del Máster, quien dará traslado al profesorado correspondiente, alegando y acreditando las razones que le asisten para no poder seguir el sistema de evaluación continua.

La evaluación única final en tal caso consistirá en:

• The same instruments, criteria and procedure as above.
• Continuous evaluation %:
  • Take-home task on the analysis of child bilingual language acquisition (further details to be provided in class): 20%
  • Oral presentation on adult bilingual language acquisition (further details to be provided in class): 20%
  • Tests based on readings: 15%
  • Written assignment (paper) where the student will apply those skills learnt during the course to a study on adult bilingual language acquisition (further details to be provided in class): 45%

Según establece el Artículo 15 de la Normativa de Evaluación y Calificación de la Universidad de Granada: "El plagio, entendido como la presentación de un trabajo u obra hecho por otra persona como propio o la copia de textos sin citar su procedencia y dándolos como de elaboración propia, conllevará automáticamente la calificación numérica de cero en la asignatura en la que se hubiera detectado, independientemente del resto de las calificaciones que el estudiante hubiera obtenido. Esta consecuencia debe entenderse sin perjuicio de las responsabilidades disciplinarias en las que pudieran incurrir los estudiantes que plagien." En línea con la normativa de la UGR expuesta en el párrafo anterior, es necesario aclarar que, al igual que con cualquier otro tipo de plagio, el incumplimiento del compromiso de autoría por parte del/de la estudiante que delegue la realización de las tareas en recursos no humanos (por ejemplo, aplicaciones informáticas de Inteligencia Artificial) conllevará igualmente la calificación automática de SUSPENSO (0) en la asignatura, así como las responsabilidades disciplinarias que esta acción pueda acarrear. o Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).

COREFL corpus: http://corefl.learnercorpora.com

CEDEL2 corpus: http://cedel2.learnercorpora.com

TALKBANK / CHILDES corpus: https://childes.talkbank.org