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科目名 Language Acquisition 
担当教員 加藤　映子
授業の目的、または到達目標 Students will examine first and second language acquisition from linguistic and psychological perspectives.
Learning goals:
Students will be able to explain the similarities and differences in language acquisition between monolingual and bilingual children.
Students will be able to understand the role of parents or guardians as well as teachers in the language acquisition process.
授業の概要 Students will analyze the language acquisition process during the first three years of life, how children acquire language, including children raised in a bilingual environment.
授業の形態 Lectures, discussions, presentations, quizzes, and papers
時間割   概要 宿題(予習・復習等)
1
  • Before birth
  • How Babies Talk (HBT) pp.1-37
2
  • Before birth
  • How Babies Talk (HBT) pp.1-37
3
  • From birth to eight months old　
  • HBT pp. 39-61
4
  • From birth to eight months old　
  • HBT pp. 39-61
5
  • From nine months to their first birthday
  • HBT pp. 63-85
6
  • From nine months to their first birthday
  • HBT pp. 63-85
7
  • The language of a one-year-old child
  • HBT pp. 87-114
8
  • The language of a one-year-old child
  • HBT pp. 87-114
9
  • The development of vocabulary
  • HBT pp. 115-148
10
  • The development of vocabulary
  • HBT pp. 115-148
11
  • The development of sentences
  • HBT pp. 149-174
12
  • The development of sentences
  • HBT pp. 149-174
13
  • The development of grammar
  • HBT pp. 175-197
14
  • The development of grammar
  • HBT pp. 175-197
15
  • The ability to communicate
  • HBT pp. 199-228
16
  • The ability to communicate
  • HBT pp. 199-228
17
  • Advantages of becoming bilingual
  • Reading 1 on Moodle
18
  • Advantages of becoming bilingual
  • Reading 1 on Moodle
19
  • Bilingual children's language acquisition
  • Reading 2 on Moodle
20
  • Bilingual children's language acquisition
  • Reading 2 on Moodle
21
  • Bilingual children's linguistic environment
  • Reading 3 on Moodle
22
  • Bilingual children's linguistic environment
  • Reading 3 on Moodle
23
  • Differences between monolingual and bilingual children
  • Reading 4 on Moodle
24
  • Differences between monolingual and bilingual children
  • Reading 4 on Moodle
25
  • The role of parents or guardians (home) and teachers (school) in the language acquisition process
  • Reading 5 on Moodle
26
  • The role of parents or guardians (home) and teachers (school) in the language acquisition process
  • Reading 5 on Moodle
27
  • Student presentations
  • Preparation for presentation
28
  • Student presentations
  • Preparation for presentation
29
  • Student presentations (continued)
  • Final paper
30
  • Student presentations (continued)
  • Final paper
準備学習 Discussion: Every student will have the opportunity to be a discussion leader in a small group discussion. The group discussion leader will report interesting ideas, reflections, or questions back to the class as a whole.
Reading & Response Papers: Students will be asked to read about 20-30 pages in English per week. Students will submit a two-page response paper (500 word limit, APA format) based on the assigned readings twice during the semester. The papers are designed to promote preparation for class and critical thinking about the material, and will serve as the basis for small group discussion.
Final Paper: The final paper is meant to provide students with the opportunity to examine, in more depth, one of the issues related to language acquisition. Particular topics may be selected from class discussions. The final paper should be 8-10 pages and follow APA format.
教科書 書 Glinkoff, R.M. & Hirsh-Pasek, K.H.(1999). How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life. NY: A Plume Book (ISBN 0-452-28173-3).
成績評価方法・基準 Class Work: 20%
Quizzes: 20%
Response Papers: 10%x2=20%
Final Paper: 25%
Presentations: 15%
備考 It is strongly recommended that students have already taken the course on Children's Language (Kodomo to Kotoba).

時間割

担当教員 開講学期 開講曜日 開講時限 履修クラス 単位数
加藤　映子 春学期 火曜日 ２時限 4000 4
加藤　映子 春学期 金曜日 ４時限 4000 4