Language Development in Children - 1st semester

Objectives

- To become familiar with central concepts and theories in First Language (L1) and Second Language (L2) Acquisition;

- To identify differences and parallelisms between child L1, child L2 and adult L2 acquisition;

- To develop an understanding of the processes underlying L2 acquisition, in general, and child L2 acquisition, in particular;

- To comprehend essential aspects of the acquisition of vocabulary and different grammar components in L2 English;

- To develop the ability to analyse learner language and identify possible explanations for the patterns of linguistic behaviour found;

- To know theories and research findings on the role of the linguistic environment (i.e. input, interaction and instruction) in L2 acquisition;

- To critically reflect on and discuss the relevance and potential implications of L2 Acquisition research findings to English language teaching;

- To comprehend and critically analyse research papers related to the topics under analysis.

General characterization

Code

722131103

Credits

Responsible teacher

Joana Alexandra Vaz Teixeira

Hours

Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language

Portuguese

Prerequisites

n.a.

Bibliography

Chapelle, C. A. (ed.) (2013). The encyclopedia of applied linguistics. Malden: Blackwell.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford/New York: Oxford University Press.

Fromkin, V., Rodman, R., & Hyams, N. (2011). An introduction to language (9th ed.). Boston: Wadsworth.

Haznedar, B., & Gavruseva, E. (eds.) (2008). Current trends in child second language acquisition: A generative perspective. Amsterdam: John Benjamins.

Herschensohn, J., & Young-Scholten, M. (eds.) (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.

Lightbown, P. (2000). Classroom SLA research and second language teaching. Applied Linguistics 21/4: 431-462.

Philp, J., Oliver, R., & Mackey, A. (eds.) (2008). Second language acquisition and the younger learner: Childs play? Amsterdam: John Benjamins.

Whong, M., Kook-Hee, G., & Marsden, H. (eds.) (2013). Universal Grammar and the second language classroom. Dordrecht: Springer.

Teaching method

The course will combine theoretical and practical classes and will include lectures, inductive and deductive tasks, plenary and group discussion and reflection on the topics and texts studied and on their relevance for English language teaching to young learners. All classes will promote interaction and students active participation both individually and in groups.

Evaluation method

Students will be assessed on the basis of the following elements: (i) regularity and pertinence of their participation in class (5%); (ii) theoretical and practical assignments carried out throughout the semester (25%); and (iii) a final paper (70%). The latter task require the organisation of individual tutorials. These tutorials aim at promoting a constructive dialogue on the student´s work in progress.

Subject matter

1. Introductory concepts: Language, grammar and levels of linguistic description
2. An overview of L1 (monolingual and bilingual) acquisition
3. Child L1, child L2 and adult L2 acquisition: Differences and similarities
4. Theories of L2 acquisition
5. Developmental patterns and variability in L2 acquisition
6. Cross-linguistic influence and other learner-internal mechanisms
7. Individual differences
8. Aspects of the acquisition of vocabulary in L2 English
9. Aspects of the acquisition of grammar in L2 English: phonology, semantics, morphosyntax, pragmatics, and interface properties
10. From theory to practice: Analysing learner language
11. The role of input and interaction in L2 acquisition
12. The role of instruction in L2 acquisition
13. From linguistic theory to teaching practice: Pedagogical implications of L2 acquisition research findings

Programs

Programs where the course is taught:

Masters in English Teaching in the 1st Cycle of Basic Education