FLE337 ASPECTS OF BILINGUALISM AND MULTILINGUALISM
| Course Code: | 4500337 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 5.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. HALE IŞIK GÜLER |
| Offered Semester: | Spring Semesters. |
Course Objectives
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To introduce students to formal and functional approaches to bilingualism and multilingualism.
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To provide a comprehensive understanding of the psycholinguistic and cognitive aspects of bilingualism at the individual level, focusing on language processing, perception, and comprehension.
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To examine transfer effects, language acquisition, and language attrition within the context of bilingualism.
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To explore sociolinguistic perspectives on bilingualism and multilingualism, particularly in the context of language diversity, vitality, and ideologies.
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To critically analyze the processes of language death and the revitalization of endangered languages.
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To understand the dynamics of language contact, pidgin and creole languages, lingua franca's and their role in bilingual and multilingual communities.
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To investigate bilingual and multilingual education systems, including global/local practices in English Medium Education (EMI).
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To analyze language planning policies at the governmental level and their impact on linguistic diversity and social inclusion.
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To examine real-world contexts where multilingualism intersects with issues of citizenship, migration, employment, and identity.
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To foster critical thinking on questions of language ownership, social justice, and equity in multilingual societies.
Course Content
The course is aims to introduce students to various aspects of multilingualism with a cross-disciplinary perspective. The course will include linguistic, cognitive, psycholinguistic and sociolinguistic aspects of bi-/multilingualism. Some of the topic that will be covered are definition and development of multilingualism, linguistic behaviors of multilinguals, the psycholinguistic and cognitive bases of multilingualism, societal multilingualism, language maintenance and loss, and multilingual identity.
Course Learning Outcomes
1. Understand formal and functional approaches to bilingualism and multilingualism from both individual and societal perspectives.
2. Analyze language processing, perception, comprehension, and production in bilingual and multilingual individuals, and evaluate the effects of language transfer, acquisition, and attrition.
3. Critically examine psycholinguistic and cognitive theories related to bilingualism, and assess how cognitive factors influence bilingual language use and development.
4. Identify and describe the dynamics of linguistic diversity, including the causes and effects of language death and revitalization, with particular focus on endangered languages.
5. Assess the sociolinguistic implications of bilingualism and multilingualism in various global contexts, particularly in relation to citizenship, education, migration, and employment.
6. Evaluate the role of language planning and policy in shaping multilingual societies, including government strategies for language maintenance and the impact of English Medium Education (EMI).
7. Investigate the intersection of language, identity, and ideologies, and understand how multilingual communities negotiate their linguistic identities and social inclusion.
8. Apply knowledge of bilingual and multilingual education models, understanding their benefits, challenges, and implications for policy-making and pedagogical practices.
9. Engage with case studies from around the world that highlight the sociopolitical and cultural dimensions of multilingualism, with a focus on justice and equity in language practices.
10. Critically assess the global-local dimensions of language use, particularly the role of English in multilingual communities.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution