LIN8017 Bilingualism and Bilingual Education
|Semester 2, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||20 June 2013|
Examiner: Warren Midgley
Moderator: Henriette van Rensburg
With the increased globalization and the internationalization of education, there is a growing interest in bilingualism and bilingual education. Bilingualism is also of interest in the context of the rights of ethnolinguistic minorities. A large number of minority children in many countries are required to study through a second language. These learners include immigrants as well as indigenous people who do not have the opportunity to opt for education in their first language. Language teachers who work in these contexts need to develop an awareness of the cognitive, educational, cultural and social processes involved in bilingualism and teaching learners through a second language. This course will benefit all language teachers who are dealing with majority students being educated in a foreign language or minority students being educated in the language of the dominant society. By focusing on the underlying socio-psychological and educational theories, the course will provide a basis for further studies or research in the field of bilingualism.
This course looks at bilingualism from three main perspectives:
1. Psycholinguistic; 2. Socio-psychological; and 3. Educational. The course covers the following topics: Definitions of bilingualism; individual and societal bilingualism; the measurement of bilingualism; the psycholinguistic aspects of bilingual language acquisition and language processing; code-switching, bilingualism and cognition; types of bilingual education.
The course objectives define the student learning outcomes for a course. The
assessment item(s) that may be used to assess student achievement of an objective
are shown in parenthesis. On successful completion of this course students will
be able to:
- Understand the various definitions and dimensions of bilingualism; (Presentation; Essay)
- Evaluate various techniques used for measuring bilinguality and bilingualism; (Discussion Board; Essay)
- Demonstrate an understanding of the relationship between first and second language development; (Discussion Board; Journal)
- Critically discuss the interrelationship between bilingualism, culture and identity; (Discussion Board Journal; Essay)
- Demonstrate an understanding of the psychological and cognitive processes involved in bilingual language processing; (Discussion Board Journal; Presentation)
- Classify and evaluate different types of bilingual educational programs; (Discussion Board Journal; Presentation)
- Demonstrate an understanding of the linguistic, metalinguistic, cognitive, affective and social benefits of bilingualism for the individual as well as the social and socio-economic benefits for the society as a whole;(Discussion Board Journal; Essay)
|1.||Definitions, typologies and measurement of bilingualism||15.00|
|2.||Psycholinguistic aspects of bilingualism||20.00|
|3.||Social-psychological aspects of bilingualism||15.00|
|5.||Bilingualism and bilingual education as problem, right and resource.||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=02&subject1=LIN8017)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Baker, Colin (2006), Foundations of bilingualism and bilingual education, 4th edn, Clevedon: Multilingual Matters.
Garcia, Orfelia (2009), Bilingual education in the 21st century, Malden, MA: Wiley Blackwell.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||18 Sep 2013||(see note 1)|
|ASSIGNMENT 2||20||20||09 Oct 2013|
|ASSIGNMENT 3||40||40||30 Oct 2013|
- Presentations will occur during weeks 3-9, with final documentation submitted through EASE on the due date.
Important assessment information
There are no attendance requirements for this course. However, it is the
studentís responsibility to study all material provided to them or required to
be accessed by them to maximise their chance of meeting the objectives of the
course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve
at least 50% of the marks (Depending upon the requirements in Statement 4
below, students may not have to satisfactorily complete each assessment item to
receive a passing grade in this course.)
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of
the examiner then a penalty of 5% of the total marks gained by the student for
the assignment may apply for each working day late up to ten working days at
which time a mark of zero may be recorded. No assignments will be accepted
after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50%
of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of
the weighted marks obtained for each of the summative assessment items in the
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/apa
Students will require access to e-mail and Internet access to UConnect for this course.