The Social Psychology of Language Learning

Description
This course is an introduction to second language acquisition, that is, a first
acquaintance with how a non-native language (L2) is learned once a first language (L1)
has already been developed. Second language acquisition is a dynamic process that
millions of individuals worldwide are engaged in; it is also a growing interdisciplinary
field of study within the megafield of applied linguistics.
The focus of attention is on the L2 learners’ individual differences. These refer
to personal variation in language learning as evidenced by a number of interrelated
factors such as age, aptitude, personality traits, motivations, attitudes, social
identities, gender, intelligence, learner beliefs, learning strategies, among others. Such
differences tend to be psychological/affective, social/sociocultural,
cognitive/biological in nature. SLA researchers have claimed that such differences
enhance or inhibit both the process and the product of L2 acquisition. The claim is
that individual differences partially determine how fast learners learn and how
successful they become towards the end of their learning process.In the long term, the process of L2 acquisition may be related to individual bilingualism in that a growing expectation—yet not the automatic result of it—is that
by the end of the L2 acquisition process—whenever that ‘end’ actually takes place for
individual learners—the original L2 learner will hopefully have reached an advanced
proficiency level and have become an autonomous L2 user (i.e., a bilingual individual).

Aims
The following are the main aims of this course: Students are expected to (i)
develop an informed, reflective, and analytical attitude regarding the factors that play
a role in the processes of acquiring and using of two (or more) languages; (ii)
recognize the meanings of key terms and concepts used in the field of second
language acquisition and bilingualism studies; and (iii) make connections between the
descriptive contents covered and their own past and present experiences involving
foreign/second language learning and use.

Methodology and activities
This course includes both descriptive as well as practical contents and the
teaching methodology used is eclectic (informed eclecticism). In-class activities will
include lecturing, guided discussions on selected issues, oral presentations prepared
by the students on topics of their choice, and informal presentations by guest
speakers (both L2 learners of English and Spanish-English bilinguals).

Syllabus
Unit 1: Introducing Second Language Acquisition
- First vs. second language acquisition
- Diversity in language learning and learners
Cursos concertados con Universidades Extranjeras 2018-2019. Guía académica
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- Second language learning contexts: Naturalistic, mixed, instructed
context.
Unit 2: The psychology of SLA
- Languages and the brain: basic concepts of neurolinguistics / neuroscience
- Language processing and its subprocesses: noticing, storing, integration,
organization, retrieval.

Unit 3: Social and psychological differences in L2 learners
- Age
- Intelligence
- Aptitude
- Personality
- Learning and cognitive style
- Learning strategies
- Attitudes
- Motivation
- Gender
- sociocultural identities
- Socio-economic factors
Unit 4: Individual bilingualism
- Who is a bilingual?
- Definitions of bilingualism; basic distinctions
- Sequential bilingualism
- Psycholinguistic aspects of individual bilingualism