160169 SE Seminar in Psycho-, Patho- or Neurolinguistics (2012W)
Wie kommt Sprache in den Kinderkopf? Und wie erforschen wir diesen Prozess?
Continuous assessment of course work
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Details
max. 40 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 09.10. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 23.10. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 06.11. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 20.11. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 04.12. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 18.12. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 15.01. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
- Tuesday 29.01. 08:45 - 10:15 Seminarraum 3 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
In this class we will look at unimpaired first language acquistion (L1) (in particular of German and English). What is the typical path of acquisition? Where are parallels and differences between the languages? How can we explain these? If participants are speakers of other languages we can include these languages as well. We take a thorough look at classical longitudinal and experimental studies of acquisition. And we will discuss bilingual L1 as well as early second language acquisition to see where these are similar and different to/from monolingual L1. We will also address the issues of measuring language competence and supporting language acquisition in early L2.
Assessment and permitted materials
Regular and active participation in this course are essential & a short presentation with a following term paper on a topic of your choice.
Minimum requirements and assessment criteria
- At the end of this course you know milestones in the acquisition of German and English and characteristics of L1 in general.
- You know about specific problems and chances of bilingual L1 and early L2.
- You have critically reflected the testing of competence and know about essentials of language support.
- You have practiced short presentations and data analysis.
- You know about specific problems and chances of bilingual L1 and early L2.
- You have critically reflected the testing of competence and know about essentials of language support.
- You have practiced short presentations and data analysis.
Examination topics
This class will be taught as a flipped classroom, this means that literature, material, data, study questions etc. will be made available which you prepare before class sessions. In the sessions we discuss solutions and potential problems. The sessions will be organized in an interactive way including short presentations from the participants and group work.
Reading list
Wird in der Lehrveranstaltung bekanntgegeben.
Falls Sie sich in der vorlesungsfreien Zeit schon einlesen möchten beginnen Sie mit einem der folgenden einführenden Texte:Ambridge, Ben & Lieven, Elena V.M. (2011). Child Language Acquisition: Contrasting Theoretical Approaches. Cambridge: Cambridge Universtity Press.
O'Grady, William. (2005). How children learn language. Cambridge: CUP.
Tracy, Rosemarie. (22008). Wie Kinder Sprache lernen - Und wie wir sie dabei unterstützen können. Tübingen: Francke Verlag.
Falls Sie sich in der vorlesungsfreien Zeit schon einlesen möchten beginnen Sie mit einem der folgenden einführenden Texte:Ambridge, Ben & Lieven, Elena V.M. (2011). Child Language Acquisition: Contrasting Theoretical Approaches. Cambridge: Cambridge Universtity Press.
O'Grady, William. (2005). How children learn language. Cambridge: CUP.
Tracy, Rosemarie. (22008). Wie Kinder Sprache lernen - Und wie wir sie dabei unterstützen können. Tübingen: Francke Verlag.
Association in the course directory
BA [Version 2008]: BA-APM7B
Ba [Version 2011]: Ba-APM7B
Master Allgemeine Linguistik: MA1-APM4A,
Diplomstudium: 316, 317, 318, 323,
Ba [Version 2011]: Ba-APM7B
Master Allgemeine Linguistik: MA1-APM4A,
Diplomstudium: 316, 317, 318, 323,
Last modified: Mo 07.09.2020 15:36