Overview

This module covers current issues in how simultaneous bilinguals develop knowledge of the sound systems of their two languages and how that knowledge is represented in their minds.

There are three goals for this module. The first goal is to introduce students to key findings and central debates in research on bilingual acquisition of phonology. The second goal is to provide students with the tools to critically examine the existing literature, particularly with regard to explaining phenomena in bilingual phonology through theory development and evaluation. The third goal is to equip the students with the ability to appropriately frame narrow research hypotheses in view of well-known phenomena and to apply this ability to their own research. The lectures will present and discuss specific issues from current research (mostly from research articles) while also outlining open questions on the topic. In the seminars, students discuss key studies in more detail and reflect on methodologies, results and theoretical implications.

Students in this module, depending on assessment topics, research question(s) and methodologies will have an opportunity to utilize the department labs, specialized software and resources, when carrying out their assessments. This can include access to and the use of, dedicated lab facilities for experiments, a professional grade sound isolation booth and high-end recording equipment setup, high-level statistical modelling and analysis software, acoustic and phonetic analysis software and a wide range of concordance software and specialised corpora for many languages.

The topics will include:
1.Introduction to the acquisition of phonology in bilinguals.
2.Phonological organisation in bilinguals.
3.Transfer effects in phonology.
4.Acceleration effects in phonology.
5.The acquisition of melody and segmental content in bilinguals.
6.Phonotactic effects in bilingual acquisition.
7.Bilingual acquisition of syllabic structure.

Assessment Strategy

Threshold (D- to D+) Submitted work is adequate and shows an acceptable level of competence as follows: 1.Generally accurate but with omissions and errors.2.Assertions are made without clear supporting evidence or reasoning.3.Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions.4.Draws on a relatively narrow range of material.

Good (C- to B+) Submitted work is competent throughout and may be distinguished by superior style, approach and choice of supporting materials. It: 1.Demonstrates good or very good structure and logically developed arguments.2.Draws at least in parts on material that has been sourced and assessed as a result of independent study, or in a way unique to the student.3.Assertions are backed by evidence and sound reasoning.4.Accuracy and presentation in an appropriate academic style.

Excellent (A- to A*) Submitted work is of an outstanding quality and excellent in one or more of the following ways: 1.Has originality of exposition with the student’s own thinking being readily apparent.2.Provides clear evidence of extensive and relevant independent study.3.Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.

Learning Outcomes

• Analyze empirical studies in bilingual acquisition of phonology.

• Differentiate the principles underlying the scientific method in general and the development of scientific theories of phonology and acquisition in particular.

• Evaluate facts, concepts, theoretical explanations, and approaches relating to the study of bilingual acquisition of phonology.

• Identify and respond to the central questions addressed by the current literature in the bilingual acquisition of phonology.