Międzynarodowy projekt TEAM (Teacher Education About Multilingualism - edukacja dla nauczycieli na temat wielojęzyczności), który był współtworzony przez nasz zespół został wskazany przez Narodową Agencję Erasmus + jako przykład dobrej praktyki.

Artykuły na ten temat możecie znaleźć na stronie głównej Uniwersytetu Jagiellońskiego i na stronie Wydziału Filozoficznego UJ. Zachęcamy do zapoznania się z ich treścią i do korzystania ze stworzonych w ramach TEAM narzędzi!

Z okazji dzisiejszego Dnia Języka Ojczystego przypominamy, że zachęcamy nie tylko do nauki kolejnych języków, ale również do dbania o swój pierwszy język !

"How do language proficiency and immersion experience modulate interference between languages? Mechanisms underlying language processing in multilinguals."

18 stycznia 2024 roku (czwartek), o godzinie  14:00, w sali 2.15 Instytutu Psychologii Uniwersytetu Jagiellońskiego.

Zapraszamy!

28.11 (wtorek), godz. 9:00, sala 2.15 || Wykład w języku angielskim

Bilingualism as a neuroplastic experience: Insights from brain structure and function

Cognitively demanding experiences have been shown to cause neuroplastic effects to the brain. Bilingualism, with the additional processing and controlling demands it imposes, can be safely considered such an experience. Notably, the direction and intensity of these effects appear to depend on the quality and quantity of the bilingual experience. In this talk, I will firstly review the available evidence on structural effects from the perspective of experience-based neuroplasticity, showcase how they mirror neuroplastic patterns reported in other (non-linguistic) domains of learning, and demonstrate how they have contributed to a new a theoretical suggestion, the Dynamic Restructuring Model. This will be followed up by some newer evidence from my lab which corroborates this model. The second part of the talk will provide an overview of evidence on the effects of bilingualism on brain function at rest, including some newer evidence from an ongoing project which uses resting-state EEG.​

Christos Pliatsikas is an Associate Professor in Psycholinguistics in Bi-/Multilinguals at the School of Psychology and Clinical Language Sciences, University of Reading, UK. His work focuses on experience-based neuroplasticity, with a primary interest on the effects of bi-/multilingualism on brain structure and function, including in brain development and ageing. He is on the Editorial Board of Bilingualism, Language and Cognition, Languages and Frontiers in Language Sciences, section Bilingualism.

"Understanding engagement of language control in bilingual speech production."

27 listopada 2023 roku (poniedziałek) o godzinie 10:00, w sali 2.15 Instytutu Psychologii Uniwersytetu Jagiellońskiego

Zapraszamy!

Zapraszamy do zapoznania się z treścią artykułu w języku angielskim.

Abstract

Previous studies that contrasting bilinguals with monolinguals on Theory of Mind (ToM) have shown mixed results. We present a relatively large (N= 102) study comparing Polish–English sequential bilinguals living in the UK with Polish monolinguals living in Poland. Going beyond a simple group comparison, we explored the role of language proficiency and input in ToM abilities. A battery of eight tasks was used to measure ToM, and the groups were matched on age, gender, SES, IQ and L1 word comprehension. Although bilinguals did not differ from monolinguals in accuracy in ToM tasks, they demonstrated better reasoning abilities when providing justification for ToM responses. ToM accuracy scores were best predicted by L1 proficiency, but the justification scores were best predicted by both L1 and L2 proficiency. The findings suggest that the nuances of bilingual experience provide an important scaffolding context for ToM development.