It is an uncontested observation that language learners who are exposed to more than one language at a younger age tend to reach higher levels of proficiency than learners with a later age of acquisition ( AoA).
Similarly, bilinguals for whom exposure to one of their languages ceases at some point in life( language attriters) tend to retain higher levels of proficiency if the onset of language attrition is located after puberty.
Whether age is merely correlated with higher levels of acquisition/attrition, or whether it truly plays an independent contributing role, due to some form of maturational constraint, is one of the most highly contested issues in studies of bilingualism.
The module aims to give students a well theorised understanding of the role of age in bilingual development, covering second language acquisition (SLA), in both naturalistic and classroom settings, as well as first and second language attrition. We will explore the place of age in current theoretical models of bilingual development, assessing the empirical evidence and drawing the implications from this research about how the role of age can contribute to theory building.
Learning outcomes
By the end of the module you will have an understanding of the role that age plays in SLA in a range of different contexts. You will become aware of the theoretical foundations of research in this area, in terms of both neurolinguistic and cognitive concepts, and of the main research agendas in the field, for example the Critical Period Hypothesis (CPH) or the role of cognitive maturity. You will develop knowledge of the differences between learners of different ages, in terms of both linguistic development on one hand, and rate of acquisition and ultimate attainment on the other. You will compare first language (L1), simultaneous bilingual, and second language (L2) acquisition, and you will compare the role of age in naturalistic and instructed settings. You will become aware of how researchers from different theoretical paradigms have interpreted these differences. You will be introduced to methodological considerations in investigating the role of age in SLA, and by the end of the module, you will be in a position to go on and study specific aspects of the relationship between age and SLA.
Similarly, bilinguals for whom exposure to one of their languages ceases at some point in life( language attriters) tend to retain higher levels of proficiency if the onset of language attrition is located after puberty.
Whether age is merely correlated with higher levels of acquisition/attrition, or whether it truly plays an independent contributing role, due to some form of maturational constraint, is one of the most highly contested issues in studies of bilingualism.
The module aims to give students a well theorised understanding of the role of age in bilingual development, covering second language acquisition (SLA), in both naturalistic and classroom settings, as well as first and second language attrition. We will explore the place of age in current theoretical models of bilingual development, assessing the empirical evidence and drawing the implications from this research about how the role of age can contribute to theory building.
Learning outcomes
By the end of the module you will have an understanding of the role that age plays in SLA in a range of different contexts. You will become aware of the theoretical foundations of research in this area, in terms of both neurolinguistic and cognitive concepts, and of the main research agendas in the field, for example the Critical Period Hypothesis (CPH) or the role of cognitive maturity. You will develop knowledge of the differences between learners of different ages, in terms of both linguistic development on one hand, and rate of acquisition and ultimate attainment on the other. You will compare first language (L1), simultaneous bilingual, and second language (L2) acquisition, and you will compare the role of age in naturalistic and instructed settings. You will become aware of how researchers from different theoretical paradigms have interpreted these differences. You will be introduced to methodological considerations in investigating the role of age in SLA, and by the end of the module, you will be in a position to go on and study specific aspects of the relationship between age and SLA.
- Module Supervisor: Monika Schmid