Modiwl XAE-3009:
Multilingual Childhood

Ffeithiau’r Modiwl

Rhedir gan School of Education and Human Development

20 Credyd neu 10 Credyd ECTS

Semester 2

Trefnydd: Prof Enlli Thomas

Amcanion cyffredinol

One of the most miraculous achievements of a young child is their ability to learn language. Before they are able to complete relatively simple tasks such as standing on one leg, button up their coat or catch a ball, they are able to formulate highly complex sentences to express almost anything they wish to communicate. But more miraculously than that is the fact that the majority of children – all over the world – not only succeed at mastering language, but succeed at mastering two or more languages to various degrees, and are able to take advantage of all the benefits that come from knowing multiple languages, and do so with relative ease.

This module will introduce you to the world of bi/multilinguals, and explore the various pathways to acquiring language among bi/ multilinguals. We will be looking at the factors that influence complete mastery of language, whilst highlighting the advantages and disadvantages of knowing more than one language. During the module we will explore the main methods and ways of studying language development and explore how best to measure bi/multilinguals' language abilities.

Cynnwys cwrs

In order to fulfill the aims of the module,students will learn about the following:

Issues relating to various definitions within the field

Theories of language acquisition and L2 learning

Psychological and linguistic characteristics of bi/multilinguals

Advantages and disadvantages of bi/multilingualism

Factors influencing individuals' language attainment

Assessing language abilities among young bi/multilinguals

Social use of language among adults and children: problems and possible solutions

Meini Prawf

da

Broad knowledge and good understanding of academic research within the field discussing the nature, characteristics and psychological, social and educational needs of bi/multilinguals. Ability to identify and discuss relevant evidence to discuss the advantages and disadvantages of knowing more than one language. Demonstrate good knowledge of the factors influencing patterns of language use. Ability to highlight the relationship between language theories, the characteristics of the individual and his/her environment, and language use, language skills and language assessment meaningfully.

trothwy

Satisfactory knowledge and understanding of academic research within the field that discuss the nature, characteristics and psychological, social and educational needs of bi/multilinguals. Ability to identify the evidence that suggests advantages and disadvantages to knowing more than one language. Ability ot show understanding of the factors influencing patterns of language use. Ability to note the relationship between language theories, the characteristics of the speakers and his/her environment, and language use, language skills and methods of assessing language.

ardderchog

Ability to identify, and discuss a number of ideologies within the field effectively and purposely when discussing the nature, characteristics, and the psychological, social and educations needs of bi/multilinguals. Ability to identify and discuss critically the evidence available discussing the advantage and disadvantages of knowing more than one language. Able to discuss the evidence that highlight the factors that influence on patterns of language use meaningfully. Ability to discuss the relationship between language theories, the characteristics and the individual and his/her environment, and language use, language skills and methods of assessment meaningfully.

Canlyniad dysgu

  1. Ability to identify the factors that influence linguistic attainment of individuals and consider critically when and how to define linguistic fluency and competence in bi/multilinguals.

  2. Ability to identify and evaluate critically the evidence suggesting advantages and disadvantages of knowing more than one language.

  3. Ability to identify and critically analyse the factors that influence patterns of language use.

  4. Ability to identify and evaluate different methods of bilingual teaching that are in existence across the world.

  5. Ability to critically analyse the research evidence within the field of bi/multilingualism.

  6. Ability to demonstrate sound understanding of the nature, characteristics and psychological, sociological and educational needs of bi/multilinguals

Dulliau asesu

Math Enw Disgrifiad Pwysau
TRAETHAWD Literature Review

Drwy gyfeirio at ymchwil academaidd yn y maes, trafodwch yn feirniadol yr hyn sydd yn nodweddiadol am siaradwyr dwy- ac amlieithog a sut mae profiadau’r siaradwyr hynny yn arwain at fanteision ac anfanteision posib o feddu ar mwy nag un iaith.

50
ADDRODDIAD Research Proposal

Gan ystyried natur, anghenion ac agweddau siaradwyr dwy- ac amlieithog, lluniwch ymyrraeth posib i geisio annog siaradwyr iaith gyntaf ac ail iaith Cymraeg i ddefnyddio’r iaith yn gymdeithasol.

50

Strategaeth addysgu a dysgu

Oriau
Lecture

Weekly lecture - 2 hours

22
Private study

Independent work: information sourcing; reading; assignment preparation

178

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

Adnoddau

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Bring laptops to sessions

Rhestr ddarllen

Background reading: It is expected that students search for research articles themselves during sessions, and various arthcles will be districited as approrpaite throuought the course. Background reading:

Thomas, E. M. & Webb-Davies, P. (2017). Agweddau ar Ddwyieithrwydd. Caerfyrddin: Coleg Cymraeg Cenedlaethol. Available on: https://llyfrgell.porth.ac.uk/View.aspx?id=3001~4e~cunoKUqT (Welsh languge version only)

Altarriba, J. & Heredia, R. R. (2018). An Introduction to Bilingualism: Principles and Processes. London: Routledge. Baker, C. R. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism (6ed Argraffiad). Clevedon: Multilingual Matters.

De Houwer, A. (2009). Bilingual First-Language Acquisition. Clevedon: Multilingual Matters. Hoffman, C. (1991). Introduction to Bilingualism. Longman.

Myers-Scotton, C. (2006). Multiple voices: An Introduction to Bilingualism. Oxford: Blackwell. Romaine, S. (1995). Bilingualism (2il Argraffiad). Oxford: Blackwell.

Thomas, E. M. & Mennen, I. (2014) (Gol.). Advances in the Study of Bilingualism. Clevedon: Multilingual Matters.

Thomas, E. M., Apolloni, D., & Parry, N. M. (2018). Dulliau Addysgu Dwyieithog. Bangor: Prifysgol Bangor. Wei, L. (2000). The Bilingualism Reader. Llundain: Routledge. Wei, L., & M. G. Moyer (2008). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Oxford: Blackwell. .

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