LING-758 Multilingualism: Learning and Teaching
Spring for 2017-2018
Multilinguals are people who grow up with one, two, or three languages in the family and who will add additional languages to their repertoire during early or later life experiences, which they undergo by choice or force, including education, travel, or migration. The phenomenon is as old as humanity, but its investigation has exploded in the last decade, giving rise to the formal study of L3 acquisition and multilingualism. This seminar explores individual multilingualism across the lifespan, with a dual attention to learning and teaching. For learning, we will examine three types of factors that affect multilingual outcomes. How do the languages of multilinguals interact, and what crosslinguistic effects arise from it? Here two central questions are multidirectional sources of transfer and the multilingual boost in learning new subsequent languages. How does experience of language (e.g., meaningful usage, social networks, domains of use, literacy) shape the multicompetence of multilinguals? Here the overarching themes will be statistical learning and multilingual unlearning and relearning of multiple languages across the life span. How do multilinguals view their environments, their languages, and themselves? In this regard, we will learn about the emic and identity lifeworlds of multilinguals and factors that impact on their well-being, such as language ideologies, beliefs about language learning, multilingual emotions, and perceived positive language interaction. For teaching, we will ask: What are optimal instructional strategies for multilinguals? We will examine three proposals: intercomprehension, translanguaging, and critical language awareness.
The seminar is designed so as to support students through an empirical study of multilinguals and their multilingualism in one of the areas covered in the course.
There will be a reading packet and two textbooks:
Todeva, E. & Cenoz, J. (Eds.) (2009). The multiple realities of multilingualism: Personal narratives and researchers’ perspectives. Berlin: Mouton de Gruyter.
Braun, A. & Cline, T. (2014). Language strategies for trilingual families: Parents’ perspectives. Bristol: Multilingual Matters.
Note: This course is scheduled to be offered in complementary alternation with SPAN 726 Bilingualism and Cognition (Sanz).
Prerequisites: LING 553 or equivalent.
LING-758-01 SeminaSeminar: Discourse Seminar: Discourse Analysis for Language Teachers
Fall for 2017-2018
Using insights from several discourse/pragmatic perspectives, this course focuses on spoken communication with a special emphasis on how these perspectives can be effectively used to examine second language communication. A primary aim will be to elucidate how native speakers of English typically use a range of discourse structuring cues to signal focus, information status, interpersonal involvement, etc. A second aim will be to consider how insights gained from discourse/pragmatic analysis might be effectively applied to second language learning and pedagogical issues. The overall goal will be to develop analytical skills for the purposes of research and teaching.
We will consider how various discourse approaches can clarify our understanding of second language communication patterns, including cross-cultural communication breakdowns, as well as inform daily classroom teaching practices, assessment measures and materials development. Throughout the semester, we will be involved in analysis of videotaped discourse, with special emphasis on classroom discourse and native speaker-non-native speaker interaction.
Students will be expected to participate in both small group and short individual projects. Each student will also be expected to complete a longer paper that reflects original research.
No previous work in discourse analysis or pragmatics is required. This class meets the discourse area distribution requirement.
Other academic years
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