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PSYC-E340

Sociolinguistique et multilinguisme

academic year
2025-2026
2026-2027

Course teacher(s)

Gaétane DELIENS (Coordinator) and Véronique Ginsburg

ECTS credits

5

Language(s) of instruction

french

Course content

The course approaches multilingualism as a complex phenomenon requiring the integration of theoretical and methodological frameworks from several disciplines, including sociolinguistics, educational sciences, (neuro)psychology, and speech and language therapy. The course content enables students to understand the social, cognitive, and educational determinants of multilingualism, as well as to analyse the clinical, educational, and pedagogical issues involved in the assessment and support of bilingual patients and pupils.

The course thus contributes to training professionals who are able to adapt their practices to linguistic and cultural diversity, a central issue in the fields of speech and language therapy, psychology, and educational sciences.

The following topics are covered:

  • Bilingualism worldwide: contexts, practices, and challenges
  • Definitions and conceptualisations of bilingualism
  • Typologies of bilingualism and multilingual contexts
  • Measuring the bilingual experience
  • Historical foundations of the neuropsychology of bilingualism
  • Lexical and conceptual organisation in bilingual individuals
  • Bilingualism and language development
  • Bilingualism and cognitive functioning
  • School-based language immersion (CLIL)
  • Bilingualism and developmental disorders
  • Bilingualism and cognitive ageing
  • Bilingualism and deafness
  • Intervention and professional practices with multilingual children
  • Sociolinguistics and linguistic variation
  • Bilingualism, language, and perception: the Whorfian effect

Objectives (and/or specific learning outcomes)

Upon completion of the course, students will be able to:

  • describe and discuss different theoretical models of language acquisition and processing in bilingual individuals;
  • describe the factors that influence second-language acquisition;
  • describe and discuss research methods used to study bilingualism;
  • describe the challenges and difficulties associated with measuring and defining bilingualism;
  • respond to “neuromyths” about bilingualism based on scientific evidence;
  • describe and critically discuss scientific evidence concerning the potential relationship between bilingualism and cognitive functioning.

Teaching methods and learning activities

Lectures delivered by Gaétane DELIENS, with occasional contributions from external guest speakers.

The teaching approach is based on active learning and deliberately alternates between inductive and deductive approaches. Four learning activities are used throughout the course: the neuromyths game, an activity designed to anticipate research findings, a learning-structuring worksheet, and the co-construction of assessment tools.

References, bibliography, and recommended reading

Recommended reading:

  • Schwieter, J. W. (Ed.). (2020). The Cambridge handbook of bilingual processing. CambridgeUniversity Press.
  • Mesthrie, R. (Ed.). (2018). The Cambridge handbook of sociolinguistics. CambridgeUniversity Press.

Course notes

  • Université virtuelle

Contribution to the teaching profile

This course contributes to the development of the following competencies outlined in the Faculty’s teaching profile:

  • identify the approaches, methods, and analytical and intervention tools used in speech and language assessment;
  • analyse societal issues in light of theoretical knowledge;
  • identify the key issues underlying a scientific debate;
  • identify the epistemological paradigm and theoretical framework underpinning a research study;
  • provide a rationale for research findings based on the methodology used.

Other information

Contacts

Contact with the professor regarding the course should preferably take place during class (during the break or immediately after class).

Campus

Solbosch

Evaluation

Method(s) of evaluation

  • written examination

written examination

Written exam consisting of multiple-choice questions with a single correct answer (MCQs). The questions target not only the knowledge of the subject matter but also the student's ability to interpret graphical representations and experimental results, as well as to critique a study based on concepts covered in the course. Answering the multiple-choice exam questions requires precise study and a thorough understanding of the material.

Mark calculation method (including weighting of intermediary marks)

The grade is based on the result of the written exam (/20). For the MCQ grading, we will not use negative marking but will apply the 'standard setting' method. This approach counteracts the effects of chance by increasing the number of correct answers required to pass: the student must correctly answer more than half of the questions (12 out of 20) to pass the test. More information is available at this link: https://www.ugent.be/student/en/class-exam-exchange-intern/class-exam/education-examination-code/multiplechoice.htm

Language(s) of evaluation

  • french

Programmes