This module builds on the Introduction to Psycholinguistics. It will investigate how language knowledge, language processing and language use develops over the lifespan. We will look at how language develops through the first years of life, and how this development is different when the child acquires one or more than one language. We will look beyond the range in which language acquisition is usually studied (which is up to about 7 years) and also ask how a native language develops and is shaped in adolescence, before turning to second language development beyond childhood.
We will then look at forms of development where languages are not learned, but (to some degree) lost: what language problems are experienced in healthy aging, and how is language specifically affected by cognitive illnesses, such as dementia? Lastly, we will investigate what can happen to a native language once learned but is rarely used, because the speaker has left the country where it was spoken: a process known as first language attrition.
Aims:
This module aims to familiarise students with processes of language development and language change that may occur throughout the lifespan of an individual. It will give students insight into both monolingual and bilingual language development from infancy to puberty, and also into how and why some parts of language proficiency may be lost.
Learning Outcomes:
On successful completion of the module, the students will be able to:
i) describe some of the most common theoretical approaches to language learning
ii) describe the main experimental paradigms for the study of child language
iii) describe the stages and characteristics of monolingual and bilingual language acquisition,
iv) describe how healthy and pathological aging may affect language processing and language use
v) describe the main effects of language attrition
vi) present ideas in a structured, clear, coherent and cohesive fashion, using appropriate style, terminology, and referencing conventions, and demonstrating awareness of the needs and background of the target audience
We will then look at forms of development where languages are not learned, but (to some degree) lost: what language problems are experienced in healthy aging, and how is language specifically affected by cognitive illnesses, such as dementia? Lastly, we will investigate what can happen to a native language once learned but is rarely used, because the speaker has left the country where it was spoken: a process known as first language attrition.
Aims:
This module aims to familiarise students with processes of language development and language change that may occur throughout the lifespan of an individual. It will give students insight into both monolingual and bilingual language development from infancy to puberty, and also into how and why some parts of language proficiency may be lost.
Learning Outcomes:
On successful completion of the module, the students will be able to:
i) describe some of the most common theoretical approaches to language learning
ii) describe the main experimental paradigms for the study of child language
iii) describe the stages and characteristics of monolingual and bilingual language acquisition,
iv) describe how healthy and pathological aging may affect language processing and language use
v) describe the main effects of language attrition
vi) present ideas in a structured, clear, coherent and cohesive fashion, using appropriate style, terminology, and referencing conventions, and demonstrating awareness of the needs and background of the target audience