Modular facultative lecture: Issues of bilingualism 3200-L1-MPF1

After completing the course, the student:
Knowledge:
has basic theoretical knowledge in the field of bilingualism (K_W01), (K_W04);
knows and understands the most important concepts and theories in the history of research on bilingualism and the most important aspects of research on bilingualism (K_W01), (K_W03);
knows the basic terminology in the field of bilingualism (K_W02);
has basic knowledge about the main directions of development and the most important new scientific achievements in the field of research on bilingualism (K_W06);
knows and understands the basic methods of analysis of phenomena related to bilingualism and interpretation of research results on bilingualism (K_W07);
understands the binding rules of intellectual property protection (K_W08);
Skills:
has the ability to independently develop knowledge in the field of bilingualism (K_U03);
has elementary research skills in case analysis (K_U02);
has the ability to independently prepare a case study of a bilingual person (K_U04), (K_U08).
Social competence:
can make contact with a bilingual person for research purposes (S_K01);
has the ability to independently prepare a case study of a bilingual person, in particular to conduct a targeted interview with a bilingual person (K_K01);
is able to properly define the priorities for the implementation of a task specified by himself or a tutor (K_K03);
can properly plan and carry out activities aimed at achieving the assumed research goal (K_K03);
is characterised by readiness to work independently on improving research skills and knowledge (S_K01).

Assessment methods:
- activity assessment,
- assessment of the written work: a case study.
Assessment criteria:
- the student's presence in classes and being active are taken into account; the assessment is carried out as follows:
1. If a student did not exceed 3 unjustified absences in the semester and actively participated in the classes - s/he receives grade “satisfactory”;
2. If a student did not exceed 3 unjustified absences in the semester, s/he actively participated in the classes and made an attempt to prepare a case study of a bilingual person - s/he receives grade “good”;
3. If a student did not exceed 3 unjustified absences in the semester, he actively participated in the classes and made a successful attempt to prepare a case study of a bilingual person - s/he receives grade “very good”.

(a selection)
− Bach G., Niemeier S. (red) (2005), Bilingualer Unterricht. Grundlagen, Methoden, Praxis, Perspektiven, Peter Lang Verlag, Frankfurt am Main.
− Baetens Beardsmore H. (red.) (1993), European Models of Bilingual Education, Multilingual Matters Ltd., Clevedon.
− Bar-Adon A., Leopold W. (red.) (1971), Child Language. A Book of Reading, Prentice-Hall, Inc., Englewood Cliffs, New Jersey.
− Bokus B., Haman M. (red.) (1992), Z badań nad kompetencją komunikacyjną dzieci, Wydawnictwo Energeia, Warszawa.
− Dakowska M. i Olpińska M. (red.) (2014), Edukacja dwujęzyczna. Teraźniejszość i przyszłość. Studia Naukowe IKSI. Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii
− Ehlich K. (red.) (1996), Kindliche Sprachentwicklung. Konzepte und Empirie, Westdeutscher Verlag, Opladen.
− Fletcher P., MacWhinney B.(red.) (1995), The Handbook of Child Language, Backwell Publ., Oxford.
− Genesee F. (1987), Learning through Two Languages. Studies of Immersion and Bilingual Education, Newbury House Publishers, Cambridge.
− Kurcz I. (2000), Psychologia języka i komunikacji, Wydawnictwo Naukowe Scholar, Warszawa.
− Lambert W.E., Tucker R..G. (1972), Bilingual Education of Children. The St. Lambert Experiment, Newbury House Publishers, Rowley, Massachusets.
− Lauren Ch. (red.) (1994), Evaluatig European Immersion Programs. From Catalonia to Finland, Tutkimuksia No 185, Vaasa.
− Olpińska M. (2013), BilingualeKindererziehung, Studia Naukowe IKSi Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii
− Olpińska M. (2013), Nauczanie dwujęzyczne w świetle badań i glottodydaktycznych, Studia Naukowe IKSI, Warszawa. https://portal.uw.edu.pl/web/snikla/tomy-serii
− Piaget J. (1969), Nachahmung, Spiel und Traum, Ernst Klett Verlag, Stuttgart.
− Rickheit G., Sichelschmidt L., Strohner H. (2004) Psycholinguistik, Stauffenburg Verlag , Tübingen.
− Shugar G.W. (1995), Dyskurs dziecięcy, Wyd. Energeia, Warszawa.
− Snow M.S., Brinton D.M. (red.), (1997), The Content-Based Classroom. Perspectives on Integrating Language and Content, Longman , New York.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3200-L1-MPF1 in USOSweb