Ana Cristina Pereira Braz

1. Cognition
2. Language acquisition
3. Language processing
4. Language neurobiology

This course unit aims to promote the acquisition of competences necessary for a thorough reflection on the application of research findings in language neurobiology to teaching practices in the context of non-native language teaching.
Students are expected to be able to:
• Identify and feature the neurobiological structures underlying Human Language;
• Understand the operation of speech production processes and perception;
• Feature neurological structures and cognitive processes involved in the acquisition and processing of a native or a non-native language;
• Integrate the research results on teaching practices in non-native language teaching.
 

1. Neurobiology of Human Language
2. Speech production and perception
3. Neurobiological and cognitive aspects
3.1. Acquisition of a native language
3.2. Acquisition of a non-native language
4. Research in neuroscience and pedagogical practices in teaching a non-native language

Blakemore, S. & U. Frith (2009) O Cérebro que aprende. Lições para a Educação. Lisboa: Gradiva Publicações.
Castro-Caldas, A.  (1999) A Herança de Franz Joseph Gall: O cérebro ao serviço do comportamento humano, Lisboa, McGraw-Hill.
Dronkers, N. (2006) “Neural Basis of Language”. In Brown, K. (ed.) (2006) Encyclopedia of Language and Linguistics. Oxford, Elsevier Science.
Faria, I. H. (1996) “Linguagem verbal: aspectos biológicos e cognitivos”. In Faria, I. H., Pedro, E. R., Duarte, I., Gouveia, A. M. (orgs)Introdução à Linguística Geral e Românica. Lisboa: Caminho, 35-55.
Faria, I. H. (2003) “A linguagem e os processos cognitivos”. Actas dos IX Cursos Internacionais de Verão de Cascais, Vol. 2 - Língua Portuguesa. Cascais: Câmara Municipal de Cascais, 93-114.
Faria, I. H. (2008) “Neurociências, Linguística e Educação: Novos alvos ou novas tarefas? O sucesso na perspectiva de Sísifo”.Conferência Internacional Sucesso e Insucesso: Escola, Economia e Sociedade. Lisboa: Fundação Calouste Gulbenkian.
Felser, C. & H. Clahsen (2009) “Grammatical processing of spoken language in child and adult language learners”. Journal of Psycholinguistic Research 38, 305-319.
Gass, S. & L. Selinker (2008) “An integrated view of second language acquisition”. In Gass, S. & L. Selinker (2008) Second Language Acquisition. An introductory course. Routledge: New York, 479-504.
Gullberg, M. & P. Indefrey (Eds.) (2006) The Cognitive Neuroscience of Second Language Acquisition. Oxford: Blackwell (The Language Learning Max Planck Institute for Psycholinguistics Cognitive Neuroscience Series).
Kuhl, P. & M. Rivera-Gaxiola (2008) “Neural Substrates of Language Acquisition”. Annual Review of Neuroscience, 31: 511-534.
Mitterer, H. & A. Cutler (2006) “Speech Perception”. In The Encyclopedia of Language and Linguistics, 2nd edition, Elsevier, 770-782.
Osterhout, L. et alii (2008) “Second-language learning and changes in the brain”. Journal of Neurolinguistics, 21, 509-521.
Pallier, C. (2006) “Imagerie cérébrale du bilinguisme et de l'apprentissage des langues”. In Bimbot, F. (Ed.) Actes des XXVIe journées d'études sur la parole (JEP), pages 555—556.
Pallier, C. & Anne-Marie Argenti (2003) “Imagerie cérébrale du bilinguisme”. In Etard, O. & N. Tzourio-Mazoyer (Eds.), Cerveau et Langage. Traité de Sciences Cognitives. Paris: Hermès Science.
Paradis, M. (2007) “The Neurofunctional components of the bilingual cognitive system”. In Kecskes, I. & L. Albertazzi (eds.) (2007)Cognitive aspects of bilingualism. Springer: Dordrecht, 3-28.
Perani, D. & J. Talebin (2005) “The neural basis of first and second language processing”. Current opinion in Neurobiology, 15: 202-206
Rato, J. & A. Castro Caldas (2010) “Neurociências e educação: Realidade ou ficção?” In Actas do VII Simpósio Nacional de Investigação em Psicologia, pp. 626-644.
 

E-learning

Evaluation is made on individual basis and it involves the coexistence of two modes: continuous assessment (60%) and final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.

É obrigatório o recurso a uma ligação regular de banda larga à Internet. Serão usados textos em francês, inglês e castelhano para além da língua portuguesa, pelo que os estudantes deverão ter competências suficientes para a compreensão dos textos a estudar nestas línguas.