ET324-15 Multilingualism and Culture
Introductory description
Is it an advantage or disadvantage to be brought up bilingual? Is the bilingual or multilingual mind different? How do multilingual individuals draw on culturally shaped understandings of the social world to manage their interactions? In this module you will become familiar with key terms, concepts, theories and research evidence related to linguistic, psychological, and social aspects of bi/multi-lingualism. By the end of the module, you will be able to describe and discuss evidence in bi/multi-lingualism research, analyse the use of language in bi/multi-lingual contexts and evaluate theoretical and empirical research in bi/multi-lingualism.
Module aims
This module aims to develop understanding of the workings of the bilingual mind, the advantages and disadvantages of being brought up bilingual, and how individuals draw on frames of understanding from diverse languages to construct meaning in social interaction and manage communication with others. You will become familiar with key terms, concepts, theories and research evidence related to linguistic, psychological, and social aspects of bi/multi-lingualism.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Learning multiple languages in childhood
Sequential multilingualism and the critical period
The multilingual mind and cognition
Code-switching
Multilingual societies
Language endangerment
Language policy, planning and education
Learning outcomes
By the end of the module, students should be able to:
- Upon successful completion of this module, you will be able to: demonstrate your understanding of key concepts, terminology, research methods and theories related to the linguistic, psychological and social aspects of multilingualism demonstrate a critical understanding of issues related to multilingualism and culture describe and discuss the use of language by multilinguals and in multilingual contexts critically evaluate theoretical and empirical research in multilingualism
Indicative reading list
Bhatia, T. K., & Ritchie, W. C. (Eds.). The handbook of bilingualism and multilingualism (2nd edn) (pp.5-25). Chichester/Malden: Wiley-Blackwell.
Wei, L. (Ed.). The bilingualism reader (pp. 3-25). London/New York: Routledge.
View reading list on Talis Aspire
Interdisciplinary
This module demonstrates how the study of multilingualism is inherently interdisciplinary. We can study multilingualism from a number of different perspectives including linguistic, psycholinguistic, sociolinguistic and applied linguistics.
International
In an increasingly globalised and mobilised world, speakers of different languages are interacting with one another more and more, perpetuating local and global multilingualism. It is therefore critical to understand how an individual and/or a society becomes multilingual, how multilingual individuals interact, how the multilingual mind works, and how multilingualism can be supported (or not) through policies and education.
Subject specific skills
Describe and discuss theory and evidence in bilingual first language acquisition research
Demonstrate their understanding of key concepts, terminology, research methods and theories of bilingualism
Describe and discuss the use of language in bilinguals
Evaluate theoretical and empirical research in bilingualism
Be familiar with theory, research findings, research methods related to bilingualism
Transferable skills
Communicate clearly in oral presentation and written work
Retrieve, evaluate critically and select relevant information to support coherent arguments
Study time
| Type | Required |
|---|---|
| Lectures | 9 sessions of 2 hours (12%) |
| Seminars | 9 sessions of 1 hour (6%) |
| Other activity | 4 hours (3%) |
| Private study | 119 hours (79%) |
| Total | 150 hours |
Private study description
Reading subject materials
Homework tasks
Assignments
Revision
Other activity description
Revision sessions
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group C2
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
| 2000 word assignment | 50% | Yes (extension) | |
| Online Examination | 50% | No | |
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~Platforms - AEP
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Feedback on assessment
Written feedback on the assignment will be provided on the Centre's standard feedback sheets, which conform to Faculty regulations. This will include both summary and detailed feedback. Where appropriate, additional feedback may be provided via personal meetings with the tutor.
Courses
This module is Core for:
- Year 3 of UPSA-C802 Undergraduate Psychology with Linguistics
This module is Core optional for:
- Year 3 of UETA-Q1T6 Undergraduate Linguistics with Arabic
- Year 3 of ULNA-R9QB Undergraduate Modern Languages with Linguistics (3 year)
- Year 4 of UPSA-C805 Undergraduate Psychology with Linguistics (with Intercalated Year)
This module is Optional for:
-
TCWA-Q3PB Postgraduate Taught Literary Translation Studies
- Year 1 of Q3PB Literary Translation Studies
- Year 2 of Q3PB Literary Translation Studies
-
TENA-Q3PB Postgraduate Taught Literary Translation Studies
- Year 1 of Q3PB Literary Translation Studies
- Year 2 of Q3PB Literary Translation Studies
- Year 4 of ULNA-R1Q3 Undergraduate French and Linguistics
- Year 3 of UETA-X3Q5 Undergraduate Language, Culture and Communication
- Year 4 of UETA-X3Q8 Undergraduate Language, Culture and Communication (with Intercalated Year)
- Year 4 of UETA-Q1A9 Undergraduate Linguistics with Arabic (with Intercalated Year)
- Year 3 of UETA-Q1T1 Undergraduate Linguistics with Chinese
- Year 4 of UETA-Q1A7 Undergraduate Linguistics with Chinese (with Intercalated Year)
- Year 3 of UETA-Q1R1 Undergraduate Linguistics with French
-
UETA-Q1A1 Undergraduate Linguistics with French (with Intercalated Year)
- Year 3 of Q1A1 Linguistics with French (with Intercalated Year)
- Year 4 of Q1A1 Linguistics with French (with Intercalated Year)
- Year 4 of UETA-Q1A2 Undergraduate Linguistics with German (with Intercalated Year)
- Year 3 of UETA-Q1T2 Undergraduate Linguistics with Japanese
-
UETA-Q1A8 Undergraduate Linguistics with Japanese (with Intercalated Year)
- Year 3 of Q1A8 Linguistics with Japanese (with Intercalated Year)
- Year 4 of Q1A8 Linguistics with Japanese (with Intercalated Year)
- Year 3 of UETA-Q1R5 Undergraduate Linguistics with Portuguese
- Year 4 of UETA-Q1A6 Undergraduate Linguistics with Russian (with Intercalated Year)
- Year 3 of UETA-Q1R4 Undergraduate Linguistics with Spanish
-
UETA-Q1A4 Undergraduate Linguistics with Spanish (with Intercalated Year)
- Year 3 of Q1A4 Linguistics with Spanish (with Intercalated Year)
- Year 4 of Q1A4 Linguistics with Spanish (with Intercalated Year)
- Year 3 of UETA-Q310 in English Language and Linguistics
- Year 4 of UETA-Q311 in English Language and Linguistics (with Intercalated year)
This module is Core option list A for:
- Year 4 of ULNA-R2Q2 Undergraduate German Studies with Linguistics
- Year 4 of ULNA-R9Q2 Undergraduate Modern Languages with Linguistics
This module is Core option list B for:
- Year 4 of ULNA-R9Q1 Undergraduate Modern Languages and Linguistics
This module is Core option list C for:
- Year 4 of ULNA-R1Q2 Undergraduate French Studies with Linguistics
- Year 4 of ULNA-R4Q1 Undergraduate Hispanic Studies and Linguistics
This module is Option list A for:
- Year 4 of ULNA-R9Q1 Undergraduate Modern Languages and Linguistics
This module is Option list C for:
- Year 3 of ULNA-R1Q4 Undergraduate French and Linguistics (3 year)
This module is Option list D for:
- Year 4 of ULNA-R2Q3 Undergraduate German and Linguistics