ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
• To familiarize students with the scientific study of bilingual processing.
• To learn about models and/or theoretical hypotheses on bilingual processing based on both empirical data and neuroscience.
• To learn about cutting-edge results of the research done on the various processing levels of bilingual processing, both in the written and oral modalities.
• To acquire research skills in the domain of Psycholinguistics.
1. Basic aspects of bilingualism
• What is bilingualism?
• The scope of bilingualism
• Types of bilingualism
• Research paradigms and procedures in bilingualism
• Advantages and disadvantages of being a bilingual
2. Second language (L2) and foreign language (FE) acquisition
• Acquisition of new vocabulary
• Factors affecting L2/LE learning
• Teaching methods
3. Speech and written language processing
• Speech perception and comprehension
• Speech production
• Representation and processing in the bilingual lexicon
o Lexical access
o The cognitive neuroscience of bilingualism: Models of lexical representation
o Semantic processing
o Sentence processing in bilinguals
Basic bibliography:
Reference Works:
Grosjean, F. y Li, P. (2013). The psycholinguistics of bilingualism. Malden, MA: Wiley- Blackwell. (e-book available)
Additional required reading:
Comesaña, M., Fraga, I., Perea, A., & Pinheiro, A. (2008). O léxico bilingue: Um léxico ou dois? Eis a questão… En C. Flores (Ed.), Temas em Bilinguismo (pp. 15-60). Braga: Hespérides.
Li, P. (2013). Computational modeling of bilingualism: How can models tell us more about the bilingual mind? Bilingualism: Language and Cognition, 16, 241–245.
Complementary bibliography:
Abdelilah-Bauer, B. (2007). El desafío del bilingüismo. Madrid: Morata.
Bhatia, T. K., & Ritchie, W. C. (Eds.). (2013). The handbook of bilingualism and multilingualism. Oxford, England: Wiley Blackwell.
Hawkins, R. (2018). How second languages are learned: An introduction. Cambridge University Press: Cambridge, UK.
Lightbown, P. & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
Méndez Santos, M.C. & Duñabeitia, J.A. (Eds.) (en prensa). Factores cognitivos y afectivos en la enseñanza del español LE/L2. London/New York: Routledge.
Pavlenko, A. (2014). The bilingual mind. Nueva York, Estados Unidos: Cambridge University Press.
BASIC AND GENERAL
BC9. To be able to effectively communicate conclusions, as well as the reasons and knowledge supporting them, both to specialized and non-specialized audiences.
BC10. To possess the learning skills needed to make progress autonomously in the future.
GC1. To be able to analyze reality based on the criteria and scientific knowhow of Psychology.
GC2. To be able to choose an appropriate strategy in order to tackle the problems in the field.
GC3. To be able to set specific goals which are ethically acceptable, doable and susceptible to future evaluation.
GC4. To be able to formulate valid research proposals based on the knowledge of the field, of professional practice and of social needs, as well as to implement them in an innovative, scientific way.
TRANSVERSAL
TC1. To be able to exhibit an adequate handling of documental sources, selection, analysis and synthesis of relevant information contained in scientific texts.
TC3. To have an ability to apply deep, critical reasoning.
TC4. To be able to work in a team and collaborate with others.
SSPECIFIC
SC3. To know how to identify and select techniques and instruments specific to the areas of specialization of the master in accordance with the chosen objectives.
• Lesson-explanation
• Workshops
• Lab work
• Reading and analysis of texts and documents
• Elaboration and presentation of reports and essays
Continuous assessment: In order to prepare this subject constant work on the part of the student will be necessary. This work will be guided, supervised and evaluated in a continuous way by the teachers in the expository and interactive sessions. Systematic work, active participation in the seminars (and the quality of it) will be specially valued.
Course task: in the interactive seminar sessions the students will have to choose, plan and develop a systematic review work or an experimental pilot study on one of the topics offered according to their academic interests. The ability to organize and integrate information, expository clarity and mastery in the use of the discipline's own terminology will be valued.
The continuous evaluation will contribute up to 30% of the final grade; the course task up to 70%.
Expository classes: 8 hours
Interactive seminars: 6 hours
Course tasks: 4 hours
Task presentations: 4 hours
Individual (or small-group) tutoring: 3 hours
Students’ own work: 50 hours
We advice students to revise basic readings on the processing of language from previous stages of their education.