Overview

This module provides an overview of 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 course. 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.

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. The bilingual acquisition of syllabic structure

Assessment Strategy

-threshold -C : The answer must address the question. The answer must show a basic knowledge and understanding of the relevant key areas and principles of Phonology in Bilingual Acquisition. The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data. The answer must show evidence of some background study. -good -B : The answer must be focussed and structured. The answer must show a better-than-average standard of knowledge and understanding of the relevant areas of Phonology in Bilingual Acquisition. The linguistic examples used in the answer may be based upon examples from the literature but must also include original examples. The answer must show evidence of background study with at least some from primary sources.
-excellent -A : The answer must be highly focused and well-structured. The answer must show comprehensive knowledge and detailed understanding. The answer must show some original interpretation, new links between topics and/or a new approach to a problem.The answer must show evidence of extensive background study using primary sources.

Learning Outcomes

• Students will be able to evaluate theoretical explanations in phonology, their application to bilingual acquisition, and their potential for further research.

• Students will be able to present and discuss key facts, concepts, ideas and approaches relating to the study of bilingual acquisition of phonology and to use them as basis for further research.

• Students will know and engage with the central questions addressed by the current literature in the bilingual acquisition of phonology.

• Students will know how to critically evaluate in detail the empirical studies in bilingual acquisition of phonology.

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

• Students will understand the research methods commonly used in research on bilingual acquisition of phonology and how to critically evaluate and select them for different purposes, including their own research.