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.

• Adaptation to new situations
• Application of knowledge in practice
• Decision making
• Demonstration of social, professional and ethical responsibility
• Efficient search, analysis, and synthesis of data and information using the essential technologies
• Exercise criticism and self-criticism
• Independent Assignment
• Promotion of free, creative and inductive thinking
• Respect for diversity and multiculturalism

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: Examination of bilingualism from both personal and societal perspectives.
• Typology of Bilingualism: Classification and types of bilingualism.
• Theories of Bilingual Development: Exploration of various theories explaining how bilingualism develops.
• The Brain of the Bilingual Speaker: Study of neurological aspects of bilingualism.
• Development of Individual Bilingualism at Different Levels of Language Analysis: Analysis of how bilingualism develops across different linguistic levels, such as phonology and morphology.
• Factors Influencing Language Development in Bilingual Children/Individuals: Identification and analysis of the factors that impact language development in bilingual individuals.
• Bilingualism and Cognitive Abilities: Examination of the cognitive advantages associated with bilingualism.
• Bilingualism and Biliteracy: Exploration of the relationship between bilingualism and the ability to read and write in two languages.
• Bilingualism and Developmental Language Disorders: Study of how bilingualism intersects with developmental language disorders.
• Bilingualism and Learning Difficulties: Examination of learning challenges specific to bilingual individuals.
• Differential Diagnosis of Bilingualism and Disorders: Techniques for distinguishing between bilingualism-related language differences and genuine language disorders.
• Bilingualism and Educational Applications: Implementation of bilingualism in educational settings and its implications.
• Bilingualism in the Greek Context: Analysis of bilingualism within the specific cultural and linguistic environment of Greece.

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

Books

• Costa, A. (2018). Ο Δίγλωσσος εγκέφαλος: H Νευροεπιστήμη της γλώσσας. Αθήνα: Σταφυλίδης. Code in Eudoxus [77108606]
• Διακογιώργη, Κ., Σελίμης, Στ., Παπαδοπούλου, Δ., & Ανδρέου, Γ. (Επιμ.). (2023). Διγλωσσία: Γλωσσική ανάπτυξη και εκπαιδευτικές προεκτάσεις. Αθήνα: Gutenberg. Code in Eudoxus [122086427]
• Τριάρχη-Hermann, Β. (2000). Η διγλωσσία στην παιδική ηλικία: Μια ψυχογλωσσολογική προσέγγιση. Αθήνα: Gutenberg. Code in Eudoxus [31468]
• Baker, C. (2001). Εισαγωγή στη διγλωσσία και τη δίγλωσση εκπαίδευση. Αθήνα: Gutenberg. [31242]
• Γαλαντόμος, Ι. (2012). Μαθήματα διγλωσσίας. Θεσσαλονίκη: Επίκεντρο. Code in Eudoxus [22688971]
• Γκόβαρης, Χ. (2001). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Αθήνα: Διάδραση. Code in Eudoxus [86054711]
• Παπάς, Α. (2000). Διαπολιτισμική παιδαγωγική και διδακτική. Αθήνα: Ατραπός-Περιβολάκι. Code in Eudoxus [160771]
• 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. Code in Eudoxus [12584545]
• 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. Code in Eudoxus [22767107]

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