Language Development in Multilingual Contexts - 2nd semester

Code

722131102

Academic unit

Faculdade de Ciências Sociais e Humanas

Department

Linguística

Credits

10

Teacher in charge

Alexandra Fiéis, Ana Maria Lavadinho Madeira, Maria Sousa Lobo Gonçalves

Weekly hours

3 letivas + 1 tutorial

Teaching language

Portuguese

Objectives

1. Understand the complexity and diversity of multilingual contexts
2. Know the official recommendations concerning multilingualism and education in multilingual contexts
3. Understand the specificites of linguistic development in multilingual individuals and multilingual contexts
4. Develop strategies that promote a balanced multilingual development
5. Understand the problems raised by the diagnosis of language impairment in multilingual children

Prerequisites

Subject matter

1. Bilingualism and multilingualism; characterization of different contexts of bilingualism and multilingualism
2. Multilingualism and language policies: legislation and official documents ob linguisti rights and multilingual education
3. Bilingual and multilingual linguistic development: characterization
4. Multilingualism and education: integrative practices
5. Multilingualism and language impairment

Bibliography

Abello-Contesse, C. et al. (eds.) (2013) Bilingual and Multilingual Education in the 21st Century. Bristol/NY/Ontario: Multilingual Matters
Bhatjia, T.K. & W.C. Ritchie (2012) The Handbook of Bilingualism and Multilingualism. Wiley-Blackwell, 2ª ed.
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism. Bristol/NY/Ontario: Multilingual Matters. 5ª ed.
Bialystok, E. (2001) Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press
De Houwer, A. (2009) An Introduction to Bilingual Development. Bristol/NY/Ontario: Multilingual Matters
De Houwer, A. (2009) Bilingual First Language Acquisition. Bristol/NY/Ontario: Multilingual Matters
Edwards, J. (1994) Multilingualism. London: Routledge
Edwards, J. (2009) Language Diversity in the Classroom. Bristol/NY/Ontario: Multilingual Matters
Thomas, W. & V. Collier (1997) School effectiveness for language minority students. Washington, D. C. National Clearinghouse for Bilingual Education

Teaching method

The seminars are theoretical (60%) and practical (40%), with a strong interactive component. The practical component includes the description and analysis of case studies, and the presentation and discussion of texts and of students´ assignments.

Evaluation method

Assessment methods:
1. Short assignments (30%)
2. Presentation of a research paper:
- written paper (60%)
- oral presentation and discussion of the paper (10%)

Courses

• Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education and Latin in Secondary Education
• Language Sciences - Language Development and Language Impairment
• Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education in the specialization area of German
• Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education
• Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education in the specialization area of English
• Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education in the specialization area of Spanish