BILINGUALISM OVER THE LIFESPAN

Antonella SoraceUniversity of Edinburgh

This course focuses on how children and adults learn more than one language and why bilingualism is important at all stages in life. The first part (27-30 April) explores what it means to grow up with two languages: how children use sounds, words, and sentences in two languages, what input they need to hear, what is easy and what is less easy to learn, and the cognitive effects of bilingualism beyond language. The second part (4-8 May) looks at learning a second language as an adult: how adults learn both in the classroom and outside the classroom, to what extent they benefit (or not) from instruction and error correction, and how the native language and the second language influence each other and change over time.

ANTONELLA SORACE – SHORT BIOGRAPHY

Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh. She is a world leading authority in the field of bilingual language development across the lifespan, where she brings together methods from linguistics, experimental psychology, and cognitive science. She is also committed to disseminating the findings of research on bilingualism in different sectors of society. She is the founding director of the information and public engagement centre Bilingualism Matters (http://www.bilingualism-matters.ppls.ed.ac.uk) which has 16 branches all over Europe and in the US.

BILINGUALISM OVER THE LIFESPAN – PART 1:GROWING UP WITH TWO LANGUAGES

MONDAY 27 APRIL

10.10-11.00 Introduction; contrasting bilingual and monolingual children; “dominance”; input and age effects.

11.00-11.50 Separation of the two languages ; learning sounds and words

14.00-14.50 Learning two grammars: more evidence for language separation

14.50-15.40Some selective effects of one language on the other

TUESDAY 28 APRIL

11.50-12.40Interfaces; linguistic and processing constraints

12.40-13.30Bilingual speech production; code-switching and code-mixing

14.30-15.20Lexical selection; evidence from bimodal bilingualism

15.20-16.10Effects of early bilingualism: (1): metalinguistic abilities; literacy

WEDNESDAY 29 APRIL

11.50-12.40Effects of early bilingualism (2): “Theory of Mind”

12.40-13.00Effects of early bilingualism (3): attention and executive functions

THURSDAY 30 APRIL

10.10-11.00Group discussion

11.00-11.50Group discussion

BILINGUALISM OVER THE LIFESPAN – PART 2:ADULT SECOND LANGUAGE LEARNING

MONDAY 4 MAY

10.10-11.00Introduction; how difficult is it to become bilinguals later in life? Critical and sensitive periods for language learning.

11.00-11.50Learning L2: interaction, instruction, error correction, implicit and explicit feedback

TUESDAY 5 MAY - WEDNESDAY 6 MAY: NO CLASS

THURSDAY 7 MAY

14.00-14.50L2 learning mechanisms

14.50-15.40Using a second language: L2 processing

FRIDAY 8 MAY

8.30-9.20Final states: how far can adult L2 learners go?

9.20-10.10Transfer and attrition: L1 and L2 affecting each other

10.10-11.50Discussion

REFERENCES FOR PART 1: GROWING UP WITH TWO LANGUAGES

BOOKS

Bialystok, E. 2003. Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.

De Groot, A. 2011. Language and Cognition in Bilinguals and Multilinguals. Hove: Psychology Press. De Houwer, A. 2009. Bilingual First Language Acquisition. Bristol: Multilingual Matters.Guasti, M.T. 2004. Language Acquisition: the Growth of Grammar. Cambridge, MA: MIT Press.Grosjean, F. 2010. Bilingual: Life and Reality. Harvard University Press.

ARTICLES

Bialystok, E. 2002. Acquisition of literacy in bilingual children: a framework for research. Language Learning 52: 159-199.

Bialystok, E., Craik, F., Green, D. and Gollan, T. 2009. Bilingual minds. Psychological Science in the Public Interest 10: 89–129.

Byers-Heinlein, K., & Werker, J.F. 2009. Monolingual, bilingual, trilingual: Infants’ language experience influences the development of a word-learning heuristic. Developmental Science 12, 815–823.

Costa, A. and Santesteban, M. 2004. Lexical access in bilingual speech production: evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language 50: 491-511.

De Houwer, A. 2007. Parental language input patterns and children’s bilingual use. Applied Psycholinguistics 28: 411-424.

Döpke, S. 1998. Competing language structures: the acquisition of verb placement by bilingual German-English children. Journal of Child Language 25: 555-584.

Emmorey, K., ,Luk, G., Pyers, J. and Bialystok, E. 2008. The source of enhanced cognitive control in bilinguals: evidence from bimodal bilinguals. Psychological Science 19: 1201-1206.

Grosjean, F. 1998. Studying bilinguals: methodological and conceptual issues. Bilingualism: Language and Cognition 1: 131-149.

Kovács, A. 2009. Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science 12: 48-54.

Müller, N. and Hulk, A. 2001. Crosslinguistic influence in bilingual language acquisition: Italian and French as recipient languages. Bilingualism: Language and Cognition 4: 1-53 (includes 10 peer commentaries and a response by the authors).

Nicoladis, E. 1998, First clues to the existence of two input languages: pragmatic and lexical differentiation in a bilingual child. Bilingualism: Language and Cognition 1: 105-116.

Paradis, J. and Genesee, F. 1997. On continuity and the emergence of functional categories in bilingual first language acquisition. Language Acquisition 6: 91-124.

Petitto, L-A, Katerelos, M., Levy, B.G., Gauna, K., Tétreault, K, and Ferraro, V. 2001. Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition. Journal of Child Language 28: 453-496.

Serratrice, L., Sorace, A. and Paoli, S. 2004. Subjects and objects in Italian-English bilingual and monolingual acquisition. Bilingualism: Language and Cognition 7: 183-206.

Sorace, A. 2007. The more, the merrier: facts and beliefs about the bilingual mind. In S. Della Sala (ed.) Tall Tales about the Mind and the Brain: Separating Fact from Fiction, 193-203. Oxford: Oxford University Press (ms. downloadable from http://www.ling.ed.ac.uk/~antonell/generalpublic.html).

Sorace, A. 2011. Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilinguaiism 1: 1-33 (includes peer commentaries).

Sorace, A. and Serratrice, L. 2009. Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism 13: 92-125.

Sorace, A., Serratrice, L. Filiaci, F. and Baldo, M. 2009. Discourse conditions on subject pronoun realization: testing the linguistic intuitions of older bilingual children. Lingua 119: 460-477.

Unsworth, S. 2003. Testing Hulk & Müller (2000) on crosslinguistic influence: Root Infinitives in a bilingual German/English child. Bilingualism: Language and Cognition 6: 143-158.

Unsworth, S. 2013. Amount of exposure as a proxy for dominance in bilingual language acquisition. to appear in Silva-Corvalán, Carmen and Treffers-Daller, Jeanine (Eds.). Language dominance in bilinguals: Issues of measurement and operationalization. Cambridge: Cambridge University Press.

Werker, J. and Byers-Heinlein, K. 2008. Bilingualism in infancy: first steps in perception and comprehension. Trends in Cognitive Sciences 12: 144-151.

REFERENCES FOR PART 2: ADULT SECOND LANGUAGE LEARNING

BOOKS

Doughty, C. and Long, M. (Eds.) (2003). The handbook of second language acquisition. Oxford: Blackwell.

Gass, S. & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Taylor and Francis.

Herschensohn, J. and Young-Scholten, M. (eds.) (2013). The Cambridge Handbook of Second Language Acquisition. Cambridge: Cambridge University Press.

White, L. (2003). Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press.

ARTICLES

Birdsong, D. (2005). Why not fossilization. In Z-H Hahn & T. Odlin (Eds.), Studies of fossilization in second language acquisition (pp. 173-188). Clevedon: Multilingual Matters.

Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56, 9-49.

Clahsen, H. and Felser, C. (2006a). How native-like is non-native language processing? In Trends in Cognitive Science, 10, 564-570.

Clahsen, H., & Felser, C. (2006b). Grammatical processing in language learners.[followed by peer commentaries and a response by the authors.] Applied Psycholinguistics, 27, 3-126.

Costa, A., Pickering, M. and Sorace. A. (2008). Alignment in second language dialogue. Language and Cognitive Processes, 528-556.

Dörnyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.) The handbook of second language acquisition (pp 589-630). Oxford: Blackwell.

Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 256-310). Oxford: Blackwell.

Ellis, N. (2006). Cognitive perspectives on SLA: The Associative-Cognitive CREED. AILA Review, 19, 100-121.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.

Flores, C. (2012). Differential effects of language attrition in the domains of verb placementand object expression. Bilingualism: Language and Cognition, 15, 550-567.

Foucart, A. and Frenck-Mestre, C. (2013). Language processing. In J. Herschensohn & M. Young-Scholten (Eds.), The Cambridge handbook of second language acquisition (pp. 394-416). Cambridge: Cambridge University Press.

Gass, S. (2003). Input and interaction. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell.

Hopp, H. (2009). Ultimate attainment in L2 inflection: performance similarities between non-native and native speakers. Lingua, 120, 901-931.

Long, M. (2003). Stabilization and fossilization. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 487-536). Oxford: Blackwell.

Marinis, T. (2003). Psycholinguistic techniques in second language acquisition research. Second Language Research, 19, 144-161.

McDonough, K., & Mackey, A. (2006). Responses to recasts: Repetitions, production, and linguistic development. Language Learning, 56, 693-720.

Schwartz, B. (1998). The second language instinct. Lingua, 106, 133-160.Schwartz, B. & Sprouse, R. (2013). Generative approaches and the poverty of the stimulus. In J.

Herschensohn & M. Young-Scholten (Eds.), The Cambridge handbook of second language acquisition (pp. 137-158). Cambridge: Cambridge University Press.

Shin, J-A., & Christianson, K. (2011). Structural priming and second language learning. Language Learning, 62, 931-964.

Silva, R., & Clahsen, H. (2008). Morphologically complex words in L1 and L2 processing: evidence from masked priming experiments in English. Bilingualism: Language and Cognition, 11, 245-260.

Sorace, A. (2003). Near-nativeness. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 130-152). Oxford: Blackwell.

Sorace, A. (2010). Using magnitude estimation in developmental linguistics research. In E. Blom & S. Unsworth (eds.) Experimental Methods in Language Acquisition Research , 57-72. Amsterdam: John Benjamins.

Sorace, A. (2011). Pinning down the concept of "interface" in bilingualism. Linguistic Approaches to Bilingualism, 1, 1-33.

Sorace, A. (2012). Pinning down the concept of "interface" in bilingualism: a reply to peer commentaries. Linguistic Approaches to Bilingualism, 2, 209-217.

Sorace, A. and Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research, 22, 339-368.

Tsimpli, T. Sorace, A., Heycock, C. and Filiaci, F. (2004). First language attrition and syntactic subjects: a study of Greek and Italian near-native speakers of English. International Journal of Bilingualism 8: 257-277.