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ELT 524 | Course Introduction and Application Information
| Course Name |
Bilingualism
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ELT 524
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
Second Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionProblem SolvingQ&ALecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | To examine how second language acquisition occurs, to explore language acquisition theories, and to identify the factors influencing the process. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course covers the different definitions of bilingualism, different methods of 'measuring' bilingualism, how bilinguals learn and use their languages in different situations, the effects of family background, societal and cultural norms concerning language, education and age on bilingualism and the cognitive differences and similarities between bilinguals and monolinguals. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to the Course | |
| 2 | Defining Bilingualism, Types of Bilingualism, Theories and Approaches of bilingualism | Hoffmann, C. (2014). Introduction to bilingualism. Routledge. |
| 3 | Main concepts of bilingualism and multilingualism | Hoffmann, C. (2014). Introduction to bilingualism. Routledge. Hamers, J. F., & Blanc, M. (2000). Bilinguality and bilingualism. Cambridge University Press. |
| 4 | Bilingual language behavior | Yow, W. Q., & Li, X. (2018). The influence of language behavior in social preferences and selective trust of monolingual and bilingual children. Journal of Experimental Child Psychology, 166, 635-651. Hamers, J. F. (2004). A Sociocognitive Model of Bilingual Development. Journal of Language and Social Psychology, 23(1), 70-98. https://doi.org/10.1177/0261927X03261615 |
| 5 | Second Language vs. Bilingual Acquisition | Meisel, J. M. (2007). The weaker language in early child bilingualism: Acquiring a first language as a second language? Applied Psycholinguistics, 28(3), 495–514. doi:10.1017/S0142716407070270 |
| 6 | Effectiveness of Bilingual education | Onah, Grace, Bilingual Education: Types and Theories (February 24, 2020). Available at SSRN: https://ssrn.com/abstract=3599405 or http://dx.doi.org/10.2139/ssrn.3599405 Colin Baker (1990) The effectiveness of bilingual education, Journal of Multilingual and Multicultural Development, 11:4, 269-277, DOI: 10.1080/01434632.1990.9994416 |
| 7 | Cognitive issues related to bilingual and multilingual development | Filippi, R., D’Souza, D. & Bright, P. (2019). A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age, International Journal of Bilingualism 23:5, 1195-1207 |
| 8 | MIDTERM | |
| 9 | Literacy issues/biliteracy Immersion | Andrea C. Schalley, Susana A. Eisenchlas & Diana Guillemin (2016) Multilingualism and literacy: practices and effects, International Journal of Bilingual Education and Bilingualism, 19:2, 127-135, DOI: 10.1080/13670050.2015.1037714 |
| 10 | Language Policy and Planning | Andrea C. Schalley, Susana A. Eisenchlas & Diana Guillemin (2016) Multilingualism and literacy: practices and effects, International Journal of Bilingual Education and Bilingualism, 19:2, 127-135, DOI: 10.1080/13670050.2015.1037714 |
| 11 | Research on Bilingualism | |
| 12 | Research on Bilingualism | |
| 13 | Presentations | |
| 14 | Translanguaging and Pedagogical Translanguaging | García, O., & Kleifgen, J.A. (2020). Translanguaging and Literacies. Reading Research Quarterly, 55(4), 553–571. https://doi.org/10.1002/rrq.286 Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011). |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | 1. Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011). 2. Hoffmann, C. (2014). Introduction to bilingualism. Routledge. |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
30
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
40
|
40
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
45
|
45
|
| Final Exam |
1
|
50
|
50
|
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
Evaluates developments in English language education using scientific methods and techniques in a versatile manner. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
Assesses the language skills of target student groups in the field, their role in learning, and the contributions that can be made to them. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
Utilizes information technologies effectively in both the planning and learning processes of teaching at the graduate level, considering students' developmental characteristics, individual differences, and the characteristics of the subject area |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
Can perform appropriate measurement and evaluation in the field of English Language Education according to levels and objectives. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
Organizes suitable learning environments for target student groups by considering their individual, social, and cultural differences, special interests, and needs to ensure their highest level of learning, and develops appropriate learning materials to create effective teaching-learning processes. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
Uses appropriate methods and techniques for the development of critical thinking, creative thinking, and problem-solving skills in the field of research. |
-
|
-
|
X
|
-
|
-
|
|
| 7 |
Uses English correctly and effectively. |
-
|
-
|
-
|
-
|
X
|
|
| 8 |
Utilizes different measurement and evaluation methods and techniques in semester projects and other scientific studies. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
Can systematically share current developments in English Language Education and linguistics and their own studies in written, oral, and visual forms. |
-
|
-
|
-
|
-
|
X
|
|
| 10 |
Recognizes national and international cultural elements that can influence practices in English language teaching. |
-
|
-
|
-
|
-
|
X
|
|
| 11 |
Can implement current language teaching techniques in online environments. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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