Psycholinguistic Aspects of Bilingualism
The course aims to provide knowledge about bilingualism from a psycholinguistic, neurolinguistic, and cognitive perspective. The course focuses on some of the most central issues in the field of bilingualism from a psycho- and neuro-linguistic perspective.
Examples: the role of age of acquisition, the question of ultimate attainment, the role of cross-linguistic influence, and individual differences. These questions will be addressed in light of current theoretical models of bilingual language representation and processing. The course also explores the relationship between language and cognition.
The course aims to provide knowledge about bilingualism and multilingualism at individual level from a psychological, neurolinguistic and cognitive perspective. Here the course covers models for bilingual language storage and language processing, and these are studied in the light of phenomena such as second language acquisition/learning, language choice, language separation, language loss (attrition) and language pathological phenomena (e.g. aphasia and dementia), learning age, maturity restrictions and critical period (s), as well as individual factors such as language aptitude and motivation. Cognition and bilingualism are treated with respect to the relationship between language and thought, conceptual transfer, and general cognitive skills (such as executive control).
See the Syllabus.
ScheduleThe schedule will be available no later than one month before the start of the course. We do not recommend print-outs as changes can occur. At the start of the course, your department will advise where you can find your schedule during the course.
Course literatureNote that the course literature can be changed up to two months before the start of the course.