| CODE | CSD5006 | ||||||
| TITLE | Aspects of Bilingualism in the Maltese Context | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | This study-unit will put forward the current theoretical knowledge regarding bilingual proficiency and exposure as well as the diversity and stages of bilingual development, with a focus on the Maltese context. The study-unit will discuss the similarities and differences between monolingual and (different types and degrees of) bilingual acquisition, the role of input and different language exposure patterns, the debate on a single- versus a double-language system, language differentiation, language mixing, and code switching. Study-Unit Aims: This study-unit aims to equip students with a comprehensive understanding of bilingual exposure, acquisition, and proficiency, with a particular focus on the linguistic context of Malta. Students will explore theoretical and applied perspectives on bilingual development, including monolingual versus bilingual acquisition patterns, the role of input and language exposure, and key linguistic phenomena such as language differentiation, language mixing, and code-switching. Through this study-unit, students will develop the ability to critically analyse bilingual language development and apply their knowledge to assess and support early spoken and written language development in the local bilingual context. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the current state of knowledge about bilingual exposure, theories and stages of bilingual acquisition with reference to spoken and written language; - Identify the difference between language difference and language disorder in children exposed to more than one language; - Analyse the cognitive advantages and challenges of bilingualism, including executive functioning, memory, and metalinguistic awareness; - Evaluate the impact of bilingualism on literacy development, particularly in relation to reading and writing skills; - Compare and contrast different models of bilingualism and their effectiveness in supporting bilingual language development. 2. Skills: By the end of the study-unit the student will be able to: - Apply theoretical knowledge when working with children exposed to varying degrees of bilingualism; - Recognize indicators of language difference versus language disorder in children exposed to more than on language; - Critique standardised and non-standardised assessment tools used for bilingual language evaluation; - Design intervention or educational strategies that support bilingual language development in children with different levels of exposure to each language; - Assess the effectiveness of different approaches to bilingual assessment and intervention in educational and clinical contexts; - Propose strategies for supporting bilingualism in educational and clinical settings within existing policy frameworks. Main Text/s and any supplementary readings: Main Texts: - Paradis, J., Genesee, F. & Crago, M. (Eds) (2021). Dual Language development & Disorders. (3rd Ed). US: Brookes Pub. Co. Supplementary Readings: - Bailey, A. & Osipova, A. (2015). Children's Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts. US: Cambridge University Press. - Baker, C. (2014). A parents' and teachers' guide to bilingualism (2nd ed.) Clevedon: Multilingual Matters. - Battle, D. (Ed.). (2011). Communication Disorders in Multicultural and International Populations (4th Ed.). US: Elsevier. - Bialystok, E. (2001) Bilingualism in Development: Language, Literacy and Cognition. US: Cambridge University Press. - De Houwer, A. & Ortega, L. (Eds). (2019). The Cambridge Handbook of Bilingualism. Cambridge, UK: Cambridge University Press. - McLeod, S. (2024). Handbook of Speech Development. UK: Oxford University Press. - Schwieter, J., Festman, J. (2023). The Cognitive Neuroscience of Bilingualism. UK: Cambridge University Press. |
||||||
| ADDITIONAL NOTES | Pre-requisite Qualification: Entry requirements | ||||||
| STUDY-UNIT TYPE | Lecture, Online Learning & Tutorial | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | |||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||