Child Language & Bilingualism
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Prof Enlli Thomas
Overall aims and purpose
The aim of the module is to study the development of the language skills of children and young people, in a bilingual context. It looks at the different methods of studying language and language acquisition in children and young people. It explores and compares the main theories of language acquisition. The pathway in a child’s development of language acquisition is discussed and the effect of age on the full mastery of language, with reference to specific language difficulties .The module investigates the main methods and approaches of studying a child’s language development and measuring the language proficiency of children and young people. In the applied context, the module explores the different models of bilingual education and focuses on the nature and needs of bilingual individuals in an educational, intellectual, and social context. It investigates the aims of research on bilingualism and evaluates bilingual resources.
The module focuses on: • child’s language development, what is language, what is the purpose of language and the purpose of studying language; • theoretical perspectives and methods of studying of language acquisition; • language development study methods and the purpose of language tests; • the child’s phonetic development, the acquisition of vocabulary, syntactic development and of communication skills. • the difference between learning a language in early childhood and after that period, language disorders, and the differences between monoglot and bilingual children. In the bilingual context, the module focuses on: • critical investigation and assessment of the nature and needs of bilingualism for the individual and for society • mixing codes, code switching and language allocation, and aspects of bilingualism that affect parents; • preparing for the bilingual society, literacy in two languages: learning and teaching and bilingualism and Deaf Awareness.
A satisfactory understanding of the main concepts of language acquisition in a monolingual and bilingual child; the ability to discuss the field by referencing to some research evidence. Demonstrates the ability to evaluate provision for minority languages and investigate critical and historical perspectives of bilingualism. Understand and compare theories of child language development.
A good understanding of the main concepts of language acquisition in a monolingual and bilingual child; the ability to discuss the field analytically by referencing relevant research evidence. Demonstrates the ability to critically evaluate provision for minority languages and investigate critical and historical perspectives of bilingualism. A good ability to understand and compare theories of child language development.
A comprehensive understanding of the main concepts of language acquisition in a monolingual and bilingual child; the ability to discuss the field critically and analytically by referencing relevant research evidence, with an element of originality. Demonstrates an excellent ability to critically evaluate provision for minority languages and thoroughly investigate critical and historical perspectives of bilingualism. An excellent ability to understand, compare and evaluate theories of child language development.
demonstrate critical awareness of the concept of bilingualism and of its positive effects and evaluate the role of society in promoting bilingualism;
critically evaluate provision for Welsh, and for other minority languages of other countries;
investigate critical and historical perspectives of bilingualism;
analyze the main differences and similarities between the language use of a monolingual and a bilingual child;
demonstrate a critical understanding of the main methods of studying language development and of measuring language proficiency in children and young people;
identify, evaluate and compare the main theories on child’s language development;
Successful students will be able to:
identify and interpret critically the pattern of language development in children;
critically reflect on educational policy on language planning in other countries.
Teaching and Learning Strategy
11 @ 2 hours/week
11 @ 1 hours/week
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- constructively critique theories practice and research in the area of child development
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xae-3034.html
Courses including this module
Optional in courses:
- XL33: BA Astudiaethau Plentyndod/Cymdei year 3 (BA/APCYM)
- XL34: BA Astud. Plentyndod/Polisi Cymde year 3 (BA/APPCYM)
- XC38: BA Astud. Plentyndod/Seicoleg year 3 (BA/APS)
- CXV3: BA Childhood Studies/Psychology year 3 (BA/CSP)
- LXH3: BA Childhood Studies/Sociology year 3 (BA/CSS)
- LXL3: BA Childhood Studies/Social Plcy year 3 (BA/CSSP)