Language Development in Children

Objectives

By the end of the course, students will be able to:
(i) master central concepts and theories in first language (L1) and second language (L2) acquisition;
(ii) identify the differences and parallelisms between child L1, child L2 and adult L2 acquisition;
(iii) understand the processes underlying L2 acquisition, in general, and child L2 acquisition, in particular;
(iv) describe essential aspects of the development of lexical and grammatical knowledge in L2 English;
(v) analyze learner language and identify possible explanations for the patterns of linguistic behaviour found;
(vi) comprehend the role of the linguistic environment (i.e., input, output, interaction and explicit language teaching) in L2 acquisition;
(vii) discuss and identify the potential implications of L2 acquisition research findings for English language teaching

General characterization

Code

722131103

Credits

10.0

Responsible teacher

Ana Maria Lavadinho Madeira

Hours

Weekly - 3

Total - 280

Teaching language

Portuguese

Prerequisites

N.A.

Bibliography

Ellis, R., e Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Oxon: Routledge.

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

Haznedar, B., e Gavruseva, E. (Eds.) (2008). Current trends in child second language acquisition: A generative perspective. Amesterdão: John Benjamins.

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

Miller, D., Bayram, F., Rothman, J., e Serratrice, L. (Eds.) (2018). Bilingual cognition and language. The state of the science across its subfields. Amsterdão: John Benjamins.

Philp, J., Oliver, R., e Mackey, A. (Eds.) (2008). Second language acquisition and the younger learner: Child’s play? Amsterdão: John Benjamins.

Slabakova, R. (2016). Second language acquisition. Oxford / Nova Iorque: Oxford University Press.

Teaching method

Classes have a theoretical and a practical component. Practical work includes analysis of linguistic data and discussion on the topics and texts under study and on their relevance to English language teaching (to young learners).

Evaluation method

(i) short assignments(40%), (ii) a final paper(60%)

Subject matter

1. Introductory concepts: language, languages, grammar and linguistic competence
2. L1 (monolingual and bilingual) acquisition: an overview
3. Child L1, child L2 and adult L2 acquisition: main differences and similarities
4. Theories of L2 acquisition
5. Cross-linguistic influence and other learner-internal mechanisms
6. Aspects of the development of lexical knowledge in L2 English
7. Aspects of the development of grammatical knowledge in L2 English: phonology, morphology, syntax and the syntax-discourse interface
8. Individual factors in L2 acquisition
9. The role of input, output and interaction in L2 acquisition
10. Explicit teaching and L2 acquisition

Programs

Programs where the course is taught: