Psychological and pedagogical foundations of childrens language learning 2300-NJ-MPNJA-PPI
The subject aims to develop students' basic knowledge of the psychological and pedagogical determinants of language acquisition and teaching in pre-school and early school-aged children. Key theories of native (first) and foreign (second) language acquisition are discussed, including Noam Chomsky's concept of universal grammar, Stephen Krashen's hypotheses (e.g. comprehensible input and affective filter), as well as cognitive and social-interaction approaches (e.g. Vygotsky, Piaget, Bruner).
The classes focus on the developmental processes that determine language acquisition: children's cognitive, emotional and social development, as well as environmental factors such as the role of the family, teacher and peer group. Particular attention is given to the role of play, narrative, sensory-motor activities and motivation - both intrinsic and extrinsic - in the context of language learning.
The lecture also examines the differences between first language acquisition and second language learning, taking into account the abilities and limitations of children at different stages of development. The subject integrates knowledge of developmental psychology, pedagogy and language teaching methodology, with an emphasis on understanding the mechanisms and conditions of the language process.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
On completing the course, the student:
In terms of knowledge:
- understands fundamental theories of language acquisition, including those of Chomsky, Krashen, Vygotsky, Piaget, and other key theorists (K_W01, K_W08, K_W10),
- is familiar with the stages of linguistic, cognitive, and emotional development in preschool and early primary-aged children (K_W08, K_W10, K_W12),
- recognises psychological and pedagogical factors influencing children's language learning and development (K_W08, K_W10, K_W12),
- understands the distinctions between first language acquisition and second language learning in early childhood (K_W08, K_W10).
In terms of skills:
- is able to analyse and compare major theoretical perspectives on language acquisition and early language education (K_U04, K_U12),
- can identify and describe factors that support or hinder language development in young learners (K_U08, K_U09),
- can apply theoretical knowledge to interpret language-related developmental processes within educational settings (K_U10, K_U15).
In terms of social competences (attitudes):
- demonstrates an awareness of the complexity of children’s language learning processes and the influence of the learning environment (K_K01, K_K08),
- appreciates the importance of a supportive, age-appropriate, and emotionally safe approach to language education (K_K07, K_K09),
- is capable of critically reflecting on diverse theoretical models and educational practices in the light of current psychological and pedagogical research (K_K02, K_K04).
Assessment criteria
- Class attendance
- Final test
Practical placement
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Bibliography
Bruner, J. S. (1983). Child's Talk: Learning to Use Language. Oxford University Press.
Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Lightbown, Patsy M., & Spada, Nina (2021). How Languages are Learned (5th Edition). Oxford University Press.
Piaget, J. (1959). The Language and Thought of the Child. Routledge.
Pinter, A. (2017). Teaching Young Language Learners (2nd Edition). Oxford University Press.Vygotsky, Lev S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wood, D. (1998). How Children Think and Learn: The Social Contexts of Cognitive Development (2nd Edition). Blackwell.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: