Upon completion of the course, students are expected to:

• Recognize and differentiate the various forms of bilingualism and multilingualism.
• Understand the theories concerning the existence of one or more language systems in bilingual speakers.
• Describe the language development of bilingual children at various levels of language analysis, comparing it to that of monolingual children.
• Discuss the factors influencing the development of two or more languages within the same individual.
• Explain the relationship between bilingualism and the cognitive abilities of bilingual speakers.
• Identify disorders commonly found in bilingual children.
• Distinguish between indicators of language and cognitive deficits caused by disorders and those resulting from bilingualism.
• Understand the potential of bilingual children and the challenges they face in communication and adaptation to the school curriculum, and implement strategies to support their integration into the school environment.

• Practical application of knowledge
•  Efficient search, analysis, and synthesis of data and information, utilizing essential technologies
• Adaptability to new situations
• Effective decision-making
• Independent working capabilities
• Respect for diversity and multiculturalism
• Exhibit social, professional, and ethical responsibility, with sensitivity to gender issues
• Engaging in constructive criticism and self-reflection
• Fostering free, creative, and deductive thinking

The course begins with an exploration of language development in bilingual (and multilingual) individuals, primarily focusing on children, across various levels of language analysis, including phonology, morphology, syntax, and pragmatics. Emphasis is placed on the different forms of bilingualism (e.g., simultaneous vs. Sequential etc. ), the unique characteristics of bilingual children compared to monolinguals, and the various factors influencing a child's development and management of multiple languages (e.g., biliteracy, SES).
The course also addresses disorders and learning difficulties commonly found in bilingual children, with a particular focus on distinguishing between language and cognitive deficits caused by disorders and those attributable to bilingualism. Additionally, it highlights both the potential strengths of bilingual children and the challenges they face in communication, along with the possible difficulties they may encounter in adapting to the school curriculum. Finally, the course presents strategies to enhance their adaptation within the school environment.

The course covers the following topics:

• Bilingualism as an individual and social phenomenon
• Typology of bilingualism
• Theories of bilingual development
• The bilingual brain
• Development of individual bilingualism across different levels of linguistic analysis (phonology, morphology, etc.)
• Factors influencing language development in the bilingual child/individual
• Bilingualism and cognitive abilities (the cognitive advantage hypothesis)
• Bilingualism and biliteracy
• Bilingualism and developmental language disorders
• Bilingualism and learning difficulties
• Differential diagnosis of bilingualism versus language disorders
• Bilingualism and educational applications

Written Examination: Conducted at the end of the semester.
Weighting: 80%.
Written Assignment: Completion of a written assignment.
Weighting: 20%.
Assessment Language: Greek

Costa, A. (2018). Ο Δίγλωσσος εγκέφαλος: H Νευροεπιστήμη της γλώσσας. Αθήνα: Σταφυλίδης.

Διακογιώργη, Κ., Σελίμης, Στ., Παπαδοπούλου, Δ., & Ανδρέου, Γ. (Επιμ.). (2023). Διγλωσσία: Γλωσσική ανάπτυξη και εκπαιδευτικές προεκτάσεις. Αθήνα: Gutenberg.

Τριάρχη-Hermann, Β. (2000). Η διγλωσσία στην παιδική ηλικία: Μια ψυχογλωσσολογική προσέγγιση. Αθήνα: Gutenberg.

Baker, C. (2001). Εισαγωγή στη διγλωσσία και τη δίγλωσση εκπαίδευση. Αθήνα: Gutenberg.

Γαλαντόμος, Ι. (2012). Μαθήματα διγλωσσίας. Θεσσαλονίκη: Επίκεντρο.

Γκόβαρης, Χ. (2001). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Αθήνα: Διάδραση.

Παπάς, Α. (1998). Διαπολιτισμική παιδαγωγική και διδακτική. Αθήνα: Ατραπός-Περιβολάκι.

Μουτή, Ά., Μαλιγκούδη, Χρ., Γογωνάς, Ν.ικόλαος, & Γκαϊνταρτζή Αν. (2023). Πολυγλωσσία και ειδικά θέματα εκπαιδευτικής γλωσσολογίας. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://service.eudoxus.gr/search/#a/id:121051707/0

Σκούρτου, Ε. (2011). Η διγλωσσία στο σχολείο. Αθήνα: Gutenberg.

Σκούρτου, Ε., Κούρτη-Καζούλλη, Β., Σελλά-Μάζη, Ε., Χατζηδάκη, Α., Ανδρούσου, Α., Ρεβυθιάδου, Α., & Τσοκαλίδου, Π. (2016). Διγλωσσία και διδασκαλία της ελληνικής ως δεύτερης γλώσσας. [ηλεκτρ. βιβλ.] Αθήνα: Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών.  Διαθέσιμο στο http://hdl.handle.net/11419/6346.

Τσοκαλίδου, Π (2012). Χώρος για δύο. Θέματα διγλωσσίας και εκπαίδευσης. Αθήνα: Ζυγός.

https://eclass.uop.gr/courses/SLT173/