Students
LING324 – Bilingualism
2018 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Ilija Casule
C5A 554
Convener
Xin Wang
Hearing Hub 3.512 Level 3
Margaret Wood
Xin Wang
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp at 100 level or above
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| Corequisites |
Corequisites
(6cp from LING325 or LING332 or LING390 or LING399) or admission to BIntStud or BIntStudLLB
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit focuses on many issues concerning bilingualism including: patterns of acquiring and losing bilingualism; language maintenance and shift over time; Australian language policies and planning; the bilingual in the classroom; and societal patterns of bi/multilingualism. The focus is on discussion of current controversies – for example, the critical age theory; input theories and 'competency'; and literacy and cross-cultural issues – based on readings and participants' experiences. It also includes workshopping of bilingual data. This unit is useful for students familiar with bilingual or multilingual situations, or who have experience or plans to be involved in teaching, learning or using a second language, or working in a multicultural workplace.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
General Assessment Information
ONLINE SUBMISSIONS
Only online submissions through the LING324 iLearn website will be accepted. No emailed or hard copy versions will be marked.
EXTENSIONS FOR LATE WORK
Where a student knows ON or BEFORE THE DUE DATE that he/she cannot submit the assignment on the due date because of illness or other certified personal difficulties, the student is entitled to ask for an extension for that piece of work. The extension means that no marks will be deducted for lateness. All requests for extensions must be submitted as a Special Consideration request through Ask.mq.edu.au, please refer to the link for more information. https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
LATE SUBMISSIONS:
To help students submit their work in a timely fashion, assignment details are available at least three weeks before the submission date.
If the convener has not granted an extension due to certificated medical problems or to 'unavoidable disruption' prior to the day of submission, a late submission will mean that there will be a 5% deduction per day. Weekends and public holidays are included.
Work without an approved extension submitted for marking after other students have received feedback will not be marked.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Reading for information | 20% | No | Week 5 |
| Group Presentation | 30% | No | Week 10 |
| Essay | 30% | No | Week 13 |
| Quiz | 20% | No | 05/11/2018 |
Reading for information
Due: Week 5
Weighting: 20%
Reading for information exercise 20% 1,000 words
Read the scholarly journal article on language alternation (it is available from the library journal portal):
Alfaraz, Gabriela G. 2009 Language alternation and choice in a formal register: Spanish and English in bilingual Catholic services. International Journal of Bilingualism 13.4 : p419.
Read it to find the answer to the following questions:
Introduction
1. What is the research question Area (e.g. cognition and childhood bilingual acquisition?)
2. What is the Research Question the researcher aimed to study? (e.g. Does the codeswitching of young bilingual children reflect problems in acquisition of their languages?)
Body
3. Rationale: why is it useful to research this topic?
4. How was data collected and analysed?
5. What are the main findings from this research?
On successful completion you will be able to:
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- critically evaluate literature, theories and methodologies used in bilingual studies
Group Presentation
Due: Week 10
Weighting: 30%
Group Presentation 30% double sided handout (one sheet of paper) and data show
- Group of 5.
- Jointly research and prepare the content and the data show
- Each speaks for 5 minutes.
- Topics
Choose one of the following
1. Present the arguments for two different types of bilingual education. Which would be the most effective for your area? Or for a particular group in a certain pluralistic country?
2. Identify the usefulness of home language maintenance strategies by comparing and contrasting two different strategies.
3. Is the school language classroom a valid site for addressing racism?
4. Examine the arguments for and against preserving Heritage languages.
5. Please investigate the literature to support 2 lexical models in Bilingualism and explain their relative pros and cons.
6. Please review the literature thoroughly to present the arguments for the advantage of bilingualism and critically comment on the research findings.
7. How do bilinguals successfully communicate in one language exclusively and also can use both languages flexibly (e.g., language switching and code-switching)? Please review the literature to present the processing mechanism in this unique behaviour in language production.
On successful completion you will be able to:
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
Essay
Due: Week 13
Weighting: 30%
Essay 30% 2,000- 2,500 words
Topics
Choose one of the following. A starter reading is provided for each, but you will need to find at least five other sources.
1. Describing bilingualism
"Degree of competence" is a more useful criterion for defining someone as bilingual than "duration" or "frequency" of bilingual use.
Mackey, W. 2000. The Description of Bilingualism (Chapter 1). In Wei, L (ed) The Bilingualism Reader. London: Routledge.
2. Measuring bilingualism
Standardized assessments that are required by educational authorities (for example, national numeracy tests) should not be translated into the first language of the students taking the test.
Baker, C. 2001. The Measurement of Bilingualism (Chapter 2). In Baker, C. Foundations of Bilingual Education and Bilingualism. Cleveland: Multilingual Matters.
3. Bilingual acquisition
Parental language input determines childhood acquisition of the home minority language(s).
De Houwer, A.1995. Bilingual Language Acquisition. In Fletcher, D & MacWhinney, B. (eds) Handbook of Child Language. Blackwell.
Vihman, M. 2002. Getting started without a system: from phonetics to phonology in bilingual development. International Journal of Bilingualism. 6(3) 239-254.
4. Bilingual education
In pluralistic societies, maintenance of immigrant languages is an obstacle to integration into the mainstream community
Chin, Ng Bee and Wigglesworth, Gillian. 2007. Bilingualism: an advanced workbook. London and New York: Routledge. Pp 83-105; 219-237.
Hamers & Blanc 2000. Bilinguality and Bilingualism. (Chapter 11): Bilingual Education. (2nd edition) Cambridge: CUP.
Mangubhai, F. 2003. Language-in-education policies in the South Pacific: some possibilities for consideration. Journal of Multilingual and Multicultural Development. 23 (6) 490-511.
5. Attitudes to bilingualism
How do language/intergroup attitudes impact on acquiring bilingualism?
Chin & Wigglesworth. 2007. pp 106-130; 238-254 is a good introduction (In closed Reserve).
6. Language Control in Bilingualism
How do bilinguals co-ordinate their two languages for successful communication in both monolingual and bilingual contexts?
Meuter, R. F., & Allport, A. (1999).
7. Brain plasticity in Second Language Learning
Does our mind/brain change as we learn a second/foreign language?
Mechelli, A., Crinion, J. T., Noppeney, U., O'doherty, J., Ashburner, J., Frackowiak, R. S., & Price, C. J. (2004).
8. Student’s own choice.
If choosing this option, you must have your proposed topic approved by one of the unit convenors.
On successful completion you will be able to:
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Quiz
Due: 05/11/2018
Weighting: 20%
You will be tested on your application and understanding of the unit content through a quiz sat in-class in week 13 using multiple choice questions.
On successful completion you will be able to:
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- explain how contact between speakers of different languages can impact on the evolution of languages
Delivery and Resources
TECHNOLOGIES REQUIRED
The unit is taught in 12 two hour seminars; each aimed at assisting students’ skills and knowledge acquisition. Attendance is expected but there will be online opportunities to make up missed classes. Each week, students can access content from the iLearn LING324 unit and prepare for the class activities each week.
REQUIRED TEXTS
Baker, Colin. 2011. (5th ed.) Foundations of Bilingualism and Bilingual Education. Clevedon : Multilingual Matters
RECOMMENDED TEXTS
Chin, Bee Ng and Wigglesworth, Gillian. 2007. Bilingualism: an advanced workbook. London and New York: Routledge.
Li, Wei. 2006. The Bilingualism Reader. London: Routledge.
Unit Schedule
| Week 1 | Defining Bilingualism |
| Week 2 | Measuring Bilingualism |
| Week 3 | Becoming bilingual and issues for the second language learner |
| Week 4 | Languages in contact, language change and language shift |
| Week 5 | Types of bilingual eduction |
| Week 6 | Bilingual education: attitudes, identity and empowerment |
| Week 7 | Language structure and Bilingualism |
| Week 8 | PUBLIC HOLIDAY |
| Week 9 | Language processing in Bilingualism |
| Week 10 | PRESENTATIONS |
| Week 11 | Language control in Bilingualism |
| Week 12 | The advantage of Bilingualism |
| Week 13 | Brain plasticity and second language learning |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
You are responsible for ensuring good academic integrity practices are followed at all times. Your first step is to read the Academic Honesty policy, and make sure you know what constitutes good practice. Learn to reference and cite correctly.
Avoid Collusion.
Informal study groups are encouraged as a good way to assist your learning, but all your independently assessed assignments must be totally independently completed. Unless you are doing a group project where each member contributes to producing one piece of work, for which you get the one mark, using part or all of someone else's work constitutes collusion and breaches the University's Academic Honesty policy. Do not collude with any other student by selling, giving, lending or showing all or parts of your independently assessed work/answers/or past assignments, and do not ask to buy, borrow or see and use all or parts of the independently produced and assessed work of another person.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Please make use of these helpful services.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
This is where you go if you have a disruption to your studies.
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- identify, discuss and critique complex issues surrounding bilingual individuals, states, and education.
- demonstrate an understanding of the range of attitudes toward bilingualism (e.g., “problem” or “resource”)
- identify and explain the different cognitive accounts of bilingual language processing
- critically evaluate literature, theories and methodologies used in bilingual studies
- explain how contact between speakers of different languages can impact on the evolution of languages
Assessment tasks
- Reading for information
- Group Presentation
- Essay
- Quiz
Changes from Previous Offering
The structure and assessment of this offering is the same as in 2016, the last time the unit ran. Half of the content has been revised for psycholinguistic and neurolinguistic work in Bilingualism. New unit co-convenor (Xin Wang).