Temario

AIMS:

In this course we aim to:

Raise awareness about the naturalness of multilingualism

Underline the importance of education to promote and maintain multilingualism

Understand the psycholinguistic effects of being a multilingual

Define the variables to boost multilingualism in education

Comprehend the reality of teaching through minority languages

Recognize the variables and factors affecting foreign language teaching.



METHODOLOGY

In class: Group presentations of various materials connected with the topics to be covered in the course. Class discussions regarding the course topics.

Autonomous work: Reading of class material, preparation of class-presentations, search for information on the topics covered, preparation of a research outline.



ASSESSMENT CRITERIA

Students performance will be assessed following these criteria:

1. Class group presentation: (30%)

2. Class participation: (30%)

3. Research outline: (40%)

1. Class group presentation (30%)

Working individually, each student will have to prepare a 30-minute presentation on one of the topics of the course. The topic should be chosen from the list of compulsory reading/watching materials. The presentation will be based on one or two related materials (mostly reading) on a topic. Presenting students will have to prepare a PowerPoint presentation and a hand-out to support their presentation. Clarification and discussion promoting questions or comments should be raised at the end of the presentation (discussing time 10 minutes). The rest of the students will have to complete a presentation frame (see Appendix 1). The rubric to assess your presentation is included in Appendix 2.



CHECKLIST YES NO

Is my presentation 30 minutes long?

Does it include an extra 10-minute discussion section?

Have I prepared a PowerPoint?

Have I prepared a hand-out?



2. Class participation (30%)

Attending classes is not enough. A respectful, proactive and dynamic attitude to class participation should be exhibited. At the end of each class, the content will be summarized by commenting on the individual class-frame (Appendix 3) and/or presentation frames (Appendix 1).



3. Research outline (40%)

Working individually, students will have to submit a written research proposal which aims to investigate one of the areas reviewed in class (a thorough analysis of the CME and possible consequences for language planning, the teaching of minority languages, the effects of age, CLIL, intensity). Following the recommendations from the course Research Methods in Second Language Acquisition the research outline should include:

a) Introduction

b) State of the art or review of the literature

c) Aims and Research questions/hypotheses/predictions

d) Method (participants, instruments and procedure)

e) Expected results

f) References

The assignment should fulfil the following format requirements:

Sheet: A4; Font Type: Times New Roman; Font Size: 12; Text Space: 1.5; Length (including references): 5 numbered pages

Bibliografía

Bibliografía básica

1. Cenoz, J. (2008) Achievements and challenges in bilingual and multilingual education in the Basque Country. Aila Review 21: 13-30

2. Dulton-Puffer, C.( 2007) Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. Werner Delanoy and Laurenz Volkmann, (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.

3. Duñabeitia, J.A., Hernández, J.A., Antón, E., Macizo, P., Estévez, A., Fuentes, L.J., & Carreiras, M. (in press) The inhibitory advantage in bilingual children revisited: myth or reality? Experimental Psychology.

4. García Mayo, M.P. and Villarreal Olaizola, I. (2011) The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque- Spanish bilinguals. Second Language Research 27(1): 129-149

5. Genesee, F. and K. Lindholm-Leary. (2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education 1:1, 3¿33. doi 10.1075/jicb.1.1.02gen

6. Housen, A. (2012) Time and amount of L2 Contact Inside and Outside the School ¿ Insights from the European School. In C. Muñoz (ed.) Intensive Exposure Experiences in Second Language Acquisition. Bristol: Multilingual Matters, pp. 111-141.

7. May, S. (2013) Indigenous Immersion Education: International developments. Journal of Immersion and Content-Based Language Education 1:1, 34¿69. doi 10.1075/jicb.1.1.03may

8. Muñoz, C. 2011. Input and long-term effects of starting age in foreign language learning. International Review of Applied Linguistics (RIAL) 49 (2): 113-133.

9. Muñoz, C. and D. Singleton. (2011) A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44.1, 1¿35

10. Serrano, R. (2012) Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature. In C. Muñoz (ed.) Intensive Exposure Experiences in Second Language Acquisition. Bristol: Multilingual Matters, pp. 3-22.