http://psych.colorado.edu/~colunga/P7215
colunga@psych.colorado.edu
Each person will be assigned to lead 1-2 sessions, briefly presenting the major points of the readings and questions to stimulate discussion. These presentations are not meant to cover all the points in the papers, as the presenter can assume that everybody has read the readings. The presentation should highlight main points and also integrate the readings for the week. The questions posed for discussion by the presenter may be inspired by the questions posted on the discussion board, and at least some of them should try to be integrative and comparative, using the readings of the week, previous readings covered in class, and/or readings outside of class.
In addition, each person not presenting will be responsible for sending me feedback for the presenter, following the method pioneered by Lew Harvey. Within two days (by Friday 8am!) after each discussion, students should email me with at least 2 ``Strong Points'' and 2 ``Weak Points'' for that session. I will compile these comments, and give them to each presenter anonymously and privately. Students should strive for improvement on their second discussion.
During the semester we will have two debates on core issues of bilingualism. Each student will participate in one debate. Debate teams will be assigned in a semi-random fashion. The debate format, at least for the time being, will be as follows: The members of each team will divide the points they want to make among themselves. Each team member will present his/her argument, and all of the members of the other team will have the opportunity to respond. Each presentation will be limited to 15 minutes and each response to it to 10 minutes. Then chaos will ensue.
There will also be a final paper. The final paper (10-15 typed, double-spaced pages) should be on a topic related to class. We will discuss this in detail later in the course. Preparing these papers will require much work, thought and outside research, so you will do well to start early. The following timeline is designed to ensure that you make progress on your paper (4 of the 40 points for the paper will come from simply making each of the 4 deadlines before the final due date) and that you receive feedback on it before turning in the final version.
| Deadline | Assignment |
|---|---|
| March 7 | Paper topic |
| March 14 | Outline and references |
| April 11 | Paper draft |
| late April | Presentations |
| May 4 | Final paper |
Evaluation will thus be as follows:
| Discussion questions: | 10% |
|---|---|
| Class Participation: | 10% |
| Discussion Leading: | 10% |
| Presentations Feedback: | 5 % |
| Debate: | 15% |
| Final presentation: | 15% |
| Final paper: | 35% |
| Week | Topic | Materials |
|---|---|---|
| Week 1 | Why do we care? | (notes) |
| Week 2 | Overview - Deanna
(notes) |
Diaz & Klingler, 91 Bialystock, 04 (but see) |
| Week 3 | Cognitive Flexibility & Control- Maria
(notes) | Okoh, 80 Bialystock & Shapiro, 05 Bialystock et al, 04 (an (old) theoretical synthesis) |
| Week 4 | Metalinguistic abilities - Karin
(notes) |
Cromdal, 99 Bialystock, Majumder & Martin, 03 Rosenblum & Pinker, 93 (because I know you love these) |
| Week 5 | debate: The bilingualism advantage is a linguistic phenomenon. | |
| Week 6 | Acquisition - Rachel
(notes) |
Genesee, 89 Kohnert & Bates, 02 Mishina-Mori, 05 (The Competition Model on bilingualism) |
| Week 7 | Memory (lexical access) - Chandra
(notes) |
Kroll & Tokowicz, 05 Marian, Spivey, & Hirsch, 03 Costa, Miozzo, & Caramazza, 99 |
| Week 8 | Switching - Dusty
Paper topic due (notes) |
Meuter, 05 Thomas & Allport, 00 Hernandez et al, 00 (classic code-switching) |
| Week 9 | Task - Angela
Paper outline due (notes) |
Abutalebi et al, 01 Christoffels et al, 03 Marian & Kaushanskaya, 04 |
| Week 10 | Computational Models - Eliana
(notes) |
French & Jacquet, 03 Thomas & van Heuven, 05 |
| Week 11 | ||
| Week 12 | DEBATE | |
| Week 13 | Brain stuff - All
Paper draft due |
|
| Week 14 | Workshop - All | |
| Week 15-16 | Individual projects | |