S.90-57
.
• SIMON FRASER UNIVERSITY
MEMORANDUM
TO: Senate
?
FROM: ?
J. Munro
Chair, Senate
Cttee on Academic
Planning
SUBJECT: Curriculum Revisions - ?
DATE: ?
November 20, 1990
Faculty of Education
SCUS reference: SCUS 90-4, SCUS 90-30, SCUS 90-43
SCAP reference: SCAP 90-43, SCAP 90-44, SCAP 90-45
Action undertaken by the Senate Committee on Academic Planning and the Senate
Committee on Undergraduate Studies, gives rise to the following motion:
MOTION: "that Senate approve and recommend approval to the
Board of Governors, as set forth in S.90-57, curriculum
revisions in the Faculty of Education
,
as follows:
- ?
New Courses - EDUC 446-4, EDUC 367-4
- ?
Proposed Minor in Educational Psychology, including
new courses - EDUC 222-2, EDUC 420-4
Proposed Joint Minor in French Education, including
i)
New courses - EDUC 280-3, EDUC 450-4, EDUC
451-4, FREN 310-3, FREN 311-3, FREN 312-3
ii)
Deletion of FREN 303-3
- ?
Deletion of the Minor in Educational Studies in
Education"
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
S
NEW COURSE PROPOSAL
Department: Education
1.
Calendar Information
Abbreviation Code:j
?
Course No:
44 ?
Credit Hours:
4 ?
Vector: 3-1-0.
Title of Course: Law for the Classroom Teacher
Calendar Description of Course:
The course provides teachers with the necessary background
understandings of the law and legal practices required to teach the law-related dimensions of the B.C.
curricula. The major focus will be on the areas of law, and legal concepts and procedures included in
the secondary Social Studies and Law 12 curricula.
Prerequisite (or special Instructions):
Education 401/402 or the equivalent
What course (courses) If any, Is being dropped from the calendar If this course Is
approved?
None
2.
Scheduling:
How frequently will the course be offered? Will be offered alternatively in the Fall
Semester and Summer Intersession. Semester in which course will first be offered: Fall 1991 Which
of your
-
Present faculty would be available to make the proposed offering possible: Roland Case and
Michael Manley-Casimir,
3. Objectives of the course:
The overall objective is to prepare teachers to deal competently with
the law-related dimensions of the B.C. curricula. This requires developing an understanding of (1) the
foundations of our legal system (2) the central principles and concepts in selected areas of law, and
S
?
?
(3) the rationale for and implications of key legal practices and rules. Also required is the
development of some facility in reading statutes and analysing case law.
4.
Budget and Space Requirements
(for information only): Partial FTE What additional resources
will be required in:
Faculty:
?
None
Staff: ?
None
Library: ?
Several books; all journals are already in library
A-V: ?
None
Space: ?
None
Equipment: ?
None
5.
Approval:
Dept.Chairman ?
Chairman, SCUS
SCUS 73-34B: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach
courseoutline.)
S
New Course Proposal
?
.
Law for the Classroom Teacher
Rationale
For the past five years the Centre fo
Society of the Faculty of Education has
1assroom Teacher as a special topics
support the teaching of the senior Law
related components in secondary Socia
of the special topics course have boon
With the impending issuance of the re
is timely that it be awarded permanent
Education, Law and
offered Law for the
ourse. it was designed to
elective and the law-
Studies. All nine offerings
veil received by students.
sod Law 12 curriculum, it
course status.
Few students enter the Professional Development Program with
any training in law. No law-related courses focus on all the legal
topics addressed in the B.C. curricula, nor do they approach the
topics from a perspective that serves the needs of B.C. secondary
teachers. For example, teachers need to understand the underlying
principles and justifications for legal practices and rules more
than they need to acquire a detailed knowledge of particular areas
of law. Courses currently offered in Arts that deal with aspects of
law are directed toward the needs of particular disciplines.
Criminology 135, for instance, introduces Canadian law and
examines the legal institutions but it empahsizes the criminal
justice components of the law. Business/Economics 392 offers
business students an issues approach to a variety of legal topics
but related directly to economic matters.
The already-approved methods course entitled Law in the
Curriculum (Educ. 448-4) provides the pedagogical understandings
and strategies required to teach the law-related components in the
B.C. curricula.
40
S
New Course Proposal
Law for the Classroom Teacher
Course Outline:
(Note: The selection of those topics and the treatment given
them is intended to prepare teachers to deal with the law-related dimensions of the
secondary Social Studios and Law curricula.)
Topic 1 - Introduction to law-related education
- overview of law-related topics in the B.C. curriculum
- aims of law-related education
Topic 2 - The nature and purposes of law
- the rule of law
Topic 3 - The Canadian legal environment
- history of law
- sources of law
?
- common law
- equity
- statutes
- Canadian Constitution
Topic 4 - Fundamental rights
• Charter of Rights and Freedoms
- human rights
Topic S - Legal decision making
- court structure
- litigation procedure (criminal and civil)
- Judges, lawyers and other personnel associated with the practice, administration
and enforcement of the law
administrative tribunals
Topic 6 - Criminal law and the Young Offender's Act
Topic 7
?
-
Family law
Topic 8 ?
- Tort law
Topic 9
?
-
Contract law
Topic 10
- ?
Legal concerns of young adults
0g.
?
-housing
-employment
-consumer protection
Topic 11 - ?
Women and the law
Topic 12
- ?
Aboriginal law
Topic 13
-
?
Environmental law
New Course Proposal
Law for the Classroom Teacher
?
S
Assignments: (to
be drawn from the following)
1.
Report on and analyse a leading current case.
2.
Research relevant case law on a topic in the Law 12 curriculum.
3.
Write an essay exploring the justifications for some aspect of
current legal practice.
4.
Write an essay outlining the key features of a unit on law-
related education and justify why it is important that students
be taught this unit.
4. Examine the history of a legal concept addressed in the B.C.
curriculum.
5.
Evaluate resources and materials on a selected legal topic.
6.
Prepare. and participate in a mock trial.
?
LI
7.
Participate in the SFU computer forum: Legal Education
Resource Network.
40
S ?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL
Department: Education
1.
Calendar Information
Abbreviation Code:
fdLic
Course No:
?
Credit Hours:
4
?
Vector: 3-1-0
Title of Course:
Integrating ESL Learners in
Different School Subjects
Calendar Description of
Course: There are important differences in the kinds of English used
in different school subjects. A general purpose English as a second language (ESL) course may not
provide ESL school children or adolescents with the kind of English required for academic survival in
some subjects. This course provides subject area teachers with techniques for helping ESL learners
in their classes to cope with the English specific to a given school subject. This course is not for
specialists in ESL. This course may be used only once
for credit towards a degree.
Prerequisite (or special Instructions):
Education 401/402 or permission of Instructor
What course (courses) If any, is being dropped from the calendar If this course Is
approved?
None
2.
Scheduling:
How frequently will the course be offered? Once per year Semester in which course
will first be offered: Fail
199t.
Which of your-present
faculty would be available to make the proposed
offering possible: Gloria Sampson
3.
Objectives of the course:
To prepare teachers who are not specialists in English as asecond
S ?
language to create tasks for ESL students which will enhance their learning of a scientific register of
English.
4. Budget and Space
Requirements (for information only): Partial FTE What additional resources
will be required in:
Faculty:
None
Staff:
None
Library:
Several books; all journals are already in library
A-V:
None
Space:
None
Equipment:
None
5.
Approval:
Date:
?
>
-
Dept.Chairman
?
Dean
?
Chairman, SCUS
SCUS 73-3413: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach
courseoutline.)
is
NEW COURSE PROPOSAL
EDUCATION 3?-.4.
INTEGRATING ESL LEARNERS IN SPECIFIC SCHOOL SUBJECTS:
?
SCIENCES AND MATHEMATICS
TOPICS
1.
How to assess the conceptual and linguistic knowledge of speakers of English as a second language.
2.
A language for talking about language:
English for specific purposes;
Language variation and register analysis;
Interference from the first language;
Syntactic structures used in science talk and writing that are nctcommonly found in non-scientific
talk and writing.
3.
The stages of growth in learning English syntax, ages 648. Comparing the second language
learner's growth to that of native speakers of English.
4.
How to structure lessons that have students who speak English as their native language and students
who speak English as a second language working together on the same content, but on different
levels of language.
5.
Creating progress files for English as a second language learners:
Using files as a basis for planning future lessons;
Using files as a basis for student grades;
Using tiles as a basis for helping students see their own progress both in the subject area and in
English usage;
Using files for reports to parents and the specialist ESL teacher.
ASSIGNMENTS
ASSIGNMENT 1: Students create a task related to the learning of science or mathematics (on the grade
level they currently teach or are interested in) which will permit them to assess the oral speaker of the
same age. Students record the performances of the two students on audiotape and compare them
using threeof the criteria discussed in class and elaborated upon in the required readings. (40% of
total grade)
ASSIGNMENT 2: Students rewrite a chunk of text for a math or science lesson so that it is intelligible to an
ESL learner. They focus on one particular syntactic form that is specific to the science or math register
used in the reading, such as a modal auxiliary, a passive construction, a complement, a nominalization,
etc. Students discuss the strategy they would use to help the ESL learner understand the contrast
between the comprehensible rewritten form and the target (more difficult) form. (30% of total grade).
ASSIGNMENT 3: Students create a sample progress file for a student. They specify criteria they can use
to assess an ESL learner's progress in learning the register of English used in science and
mathematics. They also outline a sequence of tasks for accelerating the learning of ESL students in a
science or math class where ESL and non-ESL students are integrated. (30% of total grade)
S
7
1z ?
''-'
0 ?
Faculty of Education
Proposal to Establish a Minor in
Educational Psychology
THIS
PROPOSAL:
1.
Defines a coordinated curriculum, the Minor in PSYCHOLOGICAL
STUDIES IN
EDUCATION, for students in the University who wish to emphasize a psychological
perspective of education in their undergraduate studies. The Minor can supplement
a major outside Education (e.g., Psychology, Communication) or it can be an
integral part of a B.Ed.
2.
Provides for prospective teachers a structured program that supplements other
preparations for a teaching career in which substantially increased emphasis is given
to psychological underpinnings of students' individual differences—including
motivation, critical thinking ability, and memory—and to the relations between
psychological factors and teaching practices.
3.
Includes a proposal for a new laboratory course: EDUC 222-2, Educational
Psychology Laboratory. This course is attached to the Faculty of Education's
EDUC 220-3, Introduction to Educational Psychology. Both the lecture and
laboratory courses are required of students in the Minor in PSYCHOLOGICAL
STUDIES IN
EDUCATION. They remain as an option for students not enroled in the
S ?
Minor. The addition of a laboratory course attached to the lecture course creates a
structured opportunity for students to investigate and experience first-hand a variety
of applications of educational psychology. It will be especially valuable for those
students who wish to explore, with guidance, a professional approach to teaching
prior to PDP.
4.
Suggests a coordinated curriculum structure within which to accommodate several
courses recently added to the Faculty of Education's curriculum.
5.
Replaces one upper-levels course recently deleted from the Calendar due to under-
enrollment (EDUC 423-4, Teaching and Teacher Effects) with a proposed course
(EDUC 420-4, Cognitive Strategies in Learning) that surveys contemporary work
at the leading edge of research in educational psychology and applications in
classroom teaching.
A POSSIBLE FUTURE PROPOSAL
The Minor in PSYCHOLOGICAL STUDIES
IN
EDUCATION is one approach that some future
teachers may elect as an emphasis in their pre-professional studies. For students who
would like to bond their undergraduate Minor to professional studies in PDP, a
PSYCHOLOGICAL
STUDIES
MODULE is being considered. Pending approval of the Minor
in PSYCHOLOGICAL STUDIES IN EDUCATION, we will begin developing a proposal to
create a PSYCHOLOGICAL STUDIES MODULE in Professional Programs.
is
Note: All
references to
Psychological Studies in Education
should be
replaced by
Educational Psychology in
the text of this paper.
CALENDAR ENTRY ?
0
Minor in Educational Psychology
PURPOSE
Educational psychology has two main items on its agenda: (1) theoretical and experimental
inquiries into how students learn from instruction, how they acquire and express
motivation in educational settings, and how they develop skills in school subjects and for
learning; and (2) studies of how this first line of inquiry contributes to designs for
instructional experiences that promote a full spectrum of students' achievements.
The Minor in Psychological Studies in Education consists of required courses that develop
a broad background in educational psychology supplemented by electives that deepen
fundamentals. For students planning a career in teaching, the Minor provides a research-
based foundation in the psychology of teaching and learning underlying a program of
professional, studies. For others, the Minor articulates a study of applied psychology
serving one of our society's most important aims, educating people of all ages.
REQUIREMENTS
Candidates for the Minor in Psychological Studies in Education must take two 200-level
courses, three courses at the 300-level, and at least two elective courses at the 400-level.
LOWER-DivisIoN COURSES
EDUC 220-3 Introduction to Educational Psychology
EDUC 222-2 Educational Psychology Laboratory
REQUIRED UPPER -DivisioN COURSES
EDUC 320-3 Instructional Psychology
EDUC 325-3 Testing in Schools
EDUC 326-3 Classroom Management
ELECTIVES (any two of)
EDUC 420-4 Cognitive Strategies in Learning
EDUC 422-4 Learning Disabilities
EDUC 425-4 School Counselling for the Classroom Teacher
EDUC 426-4 Teaching Children and Youth with Special Needs
EDUC 428-4 Nature and Nurture of the Gifted
EDUC 464-4 Early Childhood Education
Note: All references to Psychological Studies in Education should be
replaced by Educational Psychology in the text of this paper.
9
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
S
NEW COURSE PROPOSAL
Department: Education
1. Calendar information
Abbreviation Code: Educ Course No: 222 Credit Hours:
2 ?
Vector: 0-1-3
Title of Course: Educational Psychology Laboratory
Calendar Description of Course: Laboratory experiences and exercises in
educational psychology.
Corequisite (or special instructions): Education 220 should be taken
concurrently.
What course (courses) if any, is being dropped from the calendar if
this course Is approved? None
2.
Scheduling: How frequently will the course be offered? Twice per year
Semester in which course will first be offered: Fall 1991 Which of your present
faculty would be available to make the proposed offering possible: Jack Martin.
John Walsh. or Phil Winne.
3.
Objectives of the course: Laboratory exercises that parallel and extend
material in EDUC 220 (see also attached proposal for minor in Psychological
5 ?
Studies in Education).
4.
Budget and Space Requirements (for information only): What additional
resources will be required in:
Faculty:
Staff:
Library:
A-V:
Space:
Equipment:
5. Approval:
None
Teaching Assistant
None
None
Tutorial Space
None
Date:/
?
c
?
.'- 190
?
Dept.Chairman ?
Dean ?
Chairman, SCUS
SCUS 73-34B: (When completing this form, for instructions see Memorandum
SCUS 73-34a. Attach course outline.)
S
/0
3.
COURSE PROPOSAL
EDUCATION
222-2
EDUCATIONAL
PSYCHOLOGY
LABORATORY
Rationale
EDUC 220-3, Introduction to Educational Psychology, is a survey course which has
become a staple in a tacit pre-curriculum for the Professional Development Program in the
Faculty of Education. As it is presently structured, EDUC 220 does not adequately allow
students to explore applications of educational psychology first-hand. This is a significant
weakness for students planning to enter the Professional Development Program because
they are not provided guided opportunities to design, put into practice, and analyze
applications of educational psychology.
In the departments of Chemistry and Physics, students electing introductory survey courses
(e.g., CHEM 101-3) can supplement lecture and tutorial sessions with a 2-credit elective
laboratory (e.g., CI-IEM 106-2). This proposal copies these departments' excellent idea,
proposing a 2-credit elective laboratory course, EDUC 222-2, Educational Psychology
Laboratory as a supplement to our lecture course, EDUC 220.
EDUC 222 is comprised of laboratory exercises (see examples in the Student Handbook
for EDUC 220, DISC) that parallel and extend material in EDUC 220. Hence, no course
outline is presented with this proposal as it duplicates the existing course. Some exercises
would be carried out on campus with fellow students in EDUC 222; others would involve
observation and structured tutoring experiences in settings outside the course, both on- and
off-campus.
EDUC 222 will be taught by Ph.D. students in the Instructional Psychology Program in
Education, under supervision of the professor assigned to teach the concurrent offering of
EDUC 220. These Ph.D. students likely would also assume some TA responsibilities in
that offering of EDUC 220. This arrangement provides excellent supervised teaching
experience in the foundational course of our Ph.D. students' field of advanced study.
?
40
Calendar Entry
EDUC 222-2 ?
Educational Psychology Laboratory
?
vector 0
- 1-3
Laboratory
Core quisile:
experiences
EDUC 220.and
exercises in educational psychology.
Prerequisite or
40
S
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL
Department: Education
1.
Calendar Information
Abbreviation Code: Educ Course No: 4Q Credit Hours: 4
?
Vector: 2-2-0
Title of Course: Cognitive Strategies in Learning
Calendar Description of Course: Current theory and research on cognitive
strategies; applied research about teaching cognitive strategies.
Prerequisite (or special Instructions): Education 220 and Education 320.
What course (courses) If any, is being dropped from the calendar If
this course Is approved? None
2.
Scheduling: How frequently will the course be offered? Once per year Semester
in which course will first be offered: Fall 1991 Which of your present faculty would
be available to make the proposed offering possible: Phil Winne.
3.
Objectives of the course: To broaden the students' understandings of cognitive
and motivational psychology (see also attached proposal for minor in Psychological
Studies in Education).
4.
Budget and Space Requirements (for information only): What additional
resources will be required in:
Faculty:
Staff:
Library:
A-V:
Space:
Equipment:
None
None
None
None
1 Classroom
None
5.
Approval:
Date: _/O///PC
)
?
/,
?
N
?
Is0
•
Dept-Chairman
?
Dean
?
Chairman, SCUS
SCUS 73-34B: (When completing this form, for instructions see Memorandum
SCUS 73-34a. Attach course outline.)
S
1,
2
COURSE PROPOSAL
EDUCATION 420-4
COGNITIVE STRATEGIES IN LEARNING
Rationale
Contemporary research in educational psychology is making substantial progress toward
understanding how cognitive strategies guide students through instructional tasks and how
students can be taught to apply cognitive strategies to enrich subject matter achievements
and motivation. Evidence is mounting rapidly that students, especially low achievers, who
are taught cognitive strategies learn more and develop more positive motivation. Recent
research also reveals that beginning and, in general, experienced classroom teachers know
little about cognitive strategies per se and are uninformed about how to teach them to
students. To redress this condition, experimental classroom programs grounded on
theoretical and basic research in cognitive strategies are being developed and evaluated.
Collectively, these activities are having widespread influence on curriculum developers,
legislative mandates about education, inservice programs for teachers, arid, last but far
from least, programs of preservice teacher education.
An analysis of outlines for courses offered by the Faculty of Education documents that
opportunities are very limited or absent altogether for preservice and inservice teachers to
learn about cognitive strategies. Given the role of this topic in contemporary research in
educational psychology and in professional development, there is a clear need, on both
disciplinary and professional grounds, for broader and deeper coverage of it than our
current course offerings afford. Thus, a new course is proposed that focuses entirely on
the topic of cognitive strategies.
In this course, students will study basic and applied research on cognitive strategies and
teaching cognitive strategies. For teachers and prospective teachers, this information is
directly relevant to their chosen career. The proposed course will provide knowledge that
is critical in planning, delivering, and evaluating teaching that incorporates cognitive
strategies for learning. For psychology students, studies of learning and motivation in
instructional settings can stand in sharp contrast to basic lab research. The proposed course
will broaden these students' understandings of cognitive and motivational psychology.
EDUC 420 will be taught once annually by either J. Walsh or P. Winne. An outline of
topics and a select bibliography are presented on the next pages.
Calendar Entry
EDUC 420-4 Cognitive Strategies in Learning
?
vector 2 - 2 - 0
Current theory and research on cognitive strategies; applied research about teaching
cognitive strategies.
Prerequisites:
EDUC 220 and EDUC 320.
4.
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1'3
Joint Minor in French Educa1in
Justification
This new program consisting of three new courses in the
Faculty of Education, two new courses and the revamp of an existing
course in the Department of French is designed to answer the needs of the
nineties and of the new Curriculum 2000 in terms of French teachers.
French in the public school system in B.C. continues to reflect
two different approaches: French Immersion programs of varying length
and complexity and programs of French as a second language (the so-called
Core French programs).
The French Immersion programs are a vital and
well-established component in the public education system; the demand
for the training and the upgrading of teachers for immersion programs will
continue. Nevertheless, Curriculum 2000 appears to envisage a major
5
expansion in programs of French as a Second Language. As of September
1990, French will be required of all Grade 4 students, effectively trebling
in the course of one year the number of teachers required to teach French
at this grade level. The subsequent addition of French grade by grade as a
requirement will considerably increase the demand for teachers of French
as a second language; at the moment, B.C. universities are incapable of
meeting the demand. Although it is difficult to foresee student demand,
every indication is that this program will attract considerable interest.
This joint minor is an attempt toanswer those needs by
offering the opportunity of broader preparation for students interested in
applying for the PDP program.
The Education courses are intended to introduce students to the
problems and the realities of teaching French in B.C. and to give them some
idea of the various aspects of French that a profe.sional teacher of
French needs to address. As such they represent i preparation (but not a
requirement) for PDP.
The French courses are an attempt to "broaden" the knowledge
5
of those students who are themselves studying French as a second
-
Revised, September 27,1990
language. Trends in Second-language teaching are towards various models
of
their
communicative
first language
competence;
require a broader
French
base
teachers
to their
for
French
whom
to
French
function
is not
?
is
successfully in such programs. Thus, French as learned in a series of
language courses within an academically oriented French program (where
the latter is the more or less universal combination of language, culture,
literature and linguistics) does not necessarily cover those areas of
communication that are required within the school classroom oriented
towards situational needs and towards the teaching of a variety of
subject matter in French.
The combination of Education and French courses therefore
attempts to broaden the student's knowledge of French as it applies
specifically to the classroom situation and to give ;in introduction to some
of the cultural and linguistic aspects that require particular treatment
for students who are at one and the same time learning French and learning
about some of the basic problems involved in the leaching of French.
Department of French courses
The Course Proposal lorms accompanying the French courses specify the
probable need to hire sessionals to teach some of these courses. Current
faculty numbers and the demands of the basic programs simply do not
permit the Department to offer the all of the new courses on a regular
basis as part of load. Attached documents indicate that the Faculty of
Education will be providing initial funding to cover the cost of such
sessionals and that it is intended to request ongoing funding to support
this program.
Two of the courses are new and to a large degree unique; they will require
development and the funding to pay for such development. This will be a
charge against the first year's funding of $20,000.
Submitted by an inter-faculty ad hoc committee:
B. Bartle tt,chair, P. Demers, A. Obadia, P. Wrenn.
S
Revised, September 27,1990
'5
• ?
Joint Minor in French and Education
The Joint Minor in French and Education is offered by the Department of
French and by the Faculty of Education. The program is intended for students
who may be considering a career as a teacher in either a Core French or a
French Immersion Program. It is designed to give such students insights into
French language teaching as a career and to provide them with the
opportunity to broaden their knowledge and control of French and its
cultural aspects in those particular areas that are likely to relate directly to
classroom situations.
Students who are interested in this program and who are intending to apply
for entry into the Professional Development Program of the Faculty of
Education are advised to complete this minor before applying for such entry.
However, it must be noted that this minor is not a requirement for entry into
PDP nor does its successful completion in any way guarantee, or affect the
conditions of, admission into the PDP program.
Program requirements
Successful completion of the 3 semester hours of lower division Education
and of the 17 semester hours of upper division French and Education courses
• ?
specified below.
French requirements
Lower division: none . However students must have acquired an appropriate
degree of proficiency in both oral and writen French. In order to achieve this,
a certain number of lower division French language courses may be required
(see Department of French, General Information, p.84)
UDOCr
divicinn
FREN 303-3 French for
the Classroom, or
FREN 310-3 : Linguistics and French Language Learning
FREN 311-3: Acquisition of Vocabulary
FREN 312-3 : Corrective phonetics
The prerequisites for these three courses are French 301-3 and French 306-3
For more details on these courses, see Undergraduate Courses - French
0
Education requirements
Lower division
EDUC 280-3: Teaching French in B.C. (to be offered in French and
English alternatively)
The prerequisite for this course, if taken in French, is at least FREN 202-3. No
language requirement if the course is taken in English.
Upper division:
EDUC 450-4: Classroom French Curriculum Studies
EDUC 451-4 : Classroom French Curriculum Practices
The prerequisite for these two courses are FREN 301-3 and FREN 306-3.
For more details on these courses, see Undergraduate Courses - Education
.
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17
SENATE CO1M1TTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Educritiun
I ?
Calendar Information:
•hb.cvionCoie:ar ?
CourcNo.: ?
280
Title
o
r
course:
?
TnLL':':
?
T %
1
R
Calendar Descriptica
o
r
Course:
Credit Hours:
_3
?
Vector. 1 —2-0
EE ATTACHED
irrcquisies (or special instructions):
?
AT LEAST
FRENCH ?
202 FOR THOSE 'HO
?
I S
?
TO
TAKE THE
COURSE IN
FRENCH .NO REQUIREMENTS IF THE COURSE IS TAKEN IN ENGLISH
\Vhnt course (courses), if ar', is ,ein- dropped from the calendar if this course is appro'ed? NONE
iitia11y oece a year
2. Sd
?
ulin: Hc',v feçendy'vi ?
cc.u::e be oifc:ed? _______ ?
Sencs:cr in which he course will flrstbe offered?
',\'hich of your
p
rcsen facui:y wc
.
ud be avaflhie to rna:e uhe proposed oficriag possible?
?
?
A. O3ADIA
R. SANAOUI
3.
Obectivcs of the Course:
?
G.MLLS
S
nu
SEE ATTACHED
4. flude1nry and Space Requirements (for inIormatJcn only)
Faculty
?
NONE
Staff ?
NONE
Library ?
SOME NEW ACQUISITIONS
Audio Visual
?
NONE
Space
?
NONE
Equipment
?
N ONE
What additional resource-s will be rcouhed in:
. Approval:
Dc:
?
I
5
3i'
/
L
Ch6rrnan
?
?
C
iIo.II
Dcan
?
}0L.
haran SCUS
SCUS 73-
34B
?
en compleung,his form,for 1nsCLlOS see Mcmondjm SS 73-3
4
a. A=ch coe outhne) -
1?
EDUC 280-3 -
TEACHING FRENCH IN B.C.
Calendar entry:
This course is intended for students who
may be contemplating a career as
French-language teachers of Core French or French immersion and
who
would like to explore the area of French teaching in Canada and particularly
in B.C. The general objective of this course is to help prospective French
immersion or French second language teachers better understand this fast
developing educational field, the profession of French second language
teacher and acquire at the same time a basic knowledge of some principles of
teaching French as a second language. The course will be given in English or
in French; the language of instruction will alternate from semester to
semester . Students are allowed to write their term papers or exams in French
or in English.
Prerequisites: At least FREN 202 for those who wish to take the course in
French. No French language requirements if the course is taken in English.
Course objectives
1)
to enable students to better understand the career of a French second
language teacher.
2)
to acquire a better understanding of French second language teaching
in elementary
and
secondary schools in Canada and particularly in B.C.
3)
to acquire some basic principles of French second language teaching.
Topics will include:
1.
Understanding of the socio-political background of bilingualism in Canada.
2.
Understanding the differences between bilingualism for the minority-
language child and bilingualism for the majority-language child.
3.
Knowledge of research findings as they relate to French immersion and
French second language programs.
4.
Issues of current concern in the teaching of French
in
Canadian schools.
5.
Basic knowledge of aims and objectives of French second language
programs in
elementary and secondary schools.
S
1^1
FMOJ
UMBE
6.
Basic knowledge of the course contents of French second language
programs in elementary and secondary schools.
7.
Some teaching principles of French as a second language.
8.
Understanding of the linguistic and pedagogical requirements needed to
become a French immersion or French second language teacher.
9.
Personal plan of action to qualify as an elementary or secondary French
teacher.
Evaluation and grading:
Assignments/ oral presentation : 50%
Final paper! project: 50%
S
S
FIA
P
Date:
Dept. C airman
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education.
• Calendar Information:
Abbrcviruiofl Code:
?
DJC ?
Course No.:
450. ?
Credit Hours:
?
4
?
Vector: 1-2-0
Title of Course
?
CLASSROOM FRENCH CURRICULUM STUDIES
Calendar Description of Course:
SEE ATTACHED
ol
Prerequisites (or special instructions):
?
FRENCH 301 AND FRENCH 306
What course (courses), if an y
, is being dropped from the calendar if this course is approved? NONE
INITIALLY ONCE
2.
Scheduling: ;-o frcqucndv wll the course be offered?
A YEAR
?
Semester in which Lhe course will flrstbc offered?
Which of
y
our posent 1civ would he available to make the proposed offering possible? A • 0 BAD I A
R. SANOUI
3.
Objectives of the Course:
?
.
?
C . MILLS
SEE ATTACHED
4.
Budgetary and Space Requirements (for information onl
y
): What additional resources will be rcquLed
Faculty
?
NONE
Staff ?
NONE
Libmry SOME NEW ACQUISITIONS
Audio Visual
NONE
Space
?
NONE
Equipment NONE
SCUS 73-3413: (\Vhen completing this form, for instructions see Memorandum SCUS
73-34a.
Aaach course outiine.)
•
??
EDUC 450-4: CLASSROOM FRENCH CURRICULUM STUDIES?
Calendar entry:
This course is intended for students who may be contemplating a career as
French-language teachers of Core French or French immersion and who
would like to gain a broader view of the French second language teacher
profession while improving their knowledge of the language and culture in
a classroom context. The course is given in French on campus . A follow-up
to this course (EDUC 451-4), for those who wish to take it, will be offered in a
French speaking environment. The general objective of this course is to help
prospective French teachers better understand the pedagogical relevance of
and the relationship between cultural competence and communicative
competence.
Prerequisites: FREN 301-3 and FREN 306-3
Course objectives:
1) To become familiar with day to day French expressions and
colloquialisms and their place inthe second language curriculum in various
grades.
is
2) To acquire a good knowledge of French culture in Canada and in
various French speaking countries in the world.
3)
To examine issues of current concern to French minorities,
particularly the Franco-Columbians and their importance in motivating
elementary and secondary students.
4)
To identify and examine current practices relating to the evaluation
of French culture in elementary and secondary schools in B.C.
5)
To enable students to acquire a better understanding of the
importance of various linguistic registers and accents and of their importance
in the learning and teaching of French.
Topics will include:
1.
Day to day French expressions and colloquialisms and their place in
the second language curriculum in elementary and secondary schools.
2.
Knowledge of French culture past and present, in French Canada,
Québec, France and other French speaking countries in the world and its
importance in extra-curricular activities.
3.
Issues of current concern in the French communities / particularly
. ?
the Franco-Columbians and their relationship in motivating students to
learn French and to use it outside of the classroom.
4. The cultural content in French second language programs in
elementary and secondary schools in B.C. and its relevance to today French
speaking people in Canada.
5.
Current classroom practices relating to the pedagogical use and
evaluation of French culture.
6.
Various linguistic registers and accents and their relevance to second
language teaching.
Evaluation and Grading:
Assignments/ oral presentation : 50%
Final paper/project: 50%
.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
New Course Proposal
Department: Educatim
I. Calendar Information:
?
•
\bbrcviatioa C--dc:_ç
?
?
Course No ?
.: ._45
Credit Hours: ?
4
?
1-4-0 ?
—
Title of Course: ?
ccc'm
?
rP
.
E\'CLCflTCfl1 I1M PpTTrFs
Calendar Description of Course:
SEE ATTACHED
irqustcs (or special instruts)-
?
'
?
FRENc:3o1 and FRENCH 306
\\li:t course (courses), if an
y , is being dropped from the calendar ii this course is approvcd7NONE
INITIALLY ONCE
2.
Sciieduiin: ! I ---.v
frcuenty will the courne he olfercd? ?
Semester in which the cse will first be offered?
Which of
y
our present faculty would be avaiabie to maT:e the prcposd offering possibi?
?
A. OBADIA
R. SANAOUI
3.
Objectives of the Course:
?
.
?
G . MILLS
S
SEE ATTACHED
4 . ftudgcthry and Space Requirements (for information only): \Vhat acidiiioral resources will be required in:
Faculty
?
None
Staff ?
Possible extra secretariat help
Libtry ? NONE
Audio Visual ?
None
Space ?
None
Equipment
None
•
Approval:
///
•
- ?
. Dept.. Chairman
?
Dean ?
Chairman, SCUS
SCUS ?3-34B: (When completing this form, for instructions see ?cmorandum SCUS 73-34a. Attach course ouüine.)
EDUC 451-4: CLASSROOM FRENCH CURRICULUM PRACTICES
Calendar entry
?
S
This course is a follow-up to EDUC 450-4 Classroom French Curriculum
Studies which is given on campus . The general objective of this course is to
help prospective French teachers better understand the pedagogical and
cultural relevance of a variety of French language registers and of their
significance to second language teaching. This will be done by living in a
French environment.
Prerequisites: FREN 301-3 and FREN 306-3
Course objectives:
1)
To :become familiar with the French second language curriculum
used in various grades through classroom visits and contacts with the French
community.
2)
Familiarization with local French community and exploration of
means of using French outside the classrOom in the second language
curriculum.
3)
To evaluate and select curriculum materials relating to the teaching
of French culture in elementary and secondary schools.
4)
To give students the opportunity to use various linguistic registers
by being exposed to them and to better understand their relation to the
acquisitionof communicative competence in a classroom situation.
Activities will include:
1.
Visits to French and English second language classrooms followed
by discussions about curriculum and methods with host teachers.
2.
Cultural activities and their incorporation to classroom and extra-
curricular activities.
3.
Familiarization with the French community and identification of
ways of using French outside of the classroom.
4.
Evaluation and selection of materials for use in the teaching of
French culture in elementary and secondary schools.
Evaluation and Grading:
Classroom visitation report/enquiry in the French community : 30%
Assignment/ oral presentation : 30%
?
•
2S
S
FREN31O-3 ?
3-0-0
LINGUISTICS AND FRENCH LANGUAGE LEARNING
Calendar entry:
This course is intended for students who may be contemplating a career
as French-language teachers of core French or French Immersion.
The course studies the contributions of various branches of linguistics to
the problems of second-language acquisition and to the teaching of French
as a second language.
5 ?
Prerequisites: FREN 301 and FREN3 06 or equivalent (or permission of the
Course Chair). Students who have taken FREN3 03-3 may not take MEN
310-3 for further credit.
May be used in partial fulfillment of the upper division
requirements for honors, majors and minors in French in a B. Ed. program,
and for honors and majors in French in a B.A. program.
Content:
Linguistics and behaviourism
a)
structural linguistics and audiolingual/audiovisual methods
as applied to the teaching of French.
b)
linguistic analysis applied to contrastive studies of
source languages and French as a target language.
0 ?
c) linguistic analysis and French structural exercises.
2
Linguistics and cognitivism
a)
Generative grammar and cognitivism;
b)
Linguistics applied to error analysis; interlanguage;
3. Sociolinguistic and psycholinguistic contributions
a)
Sociolinguistic theory and communicative/functional
approaches; functional French; natural approach.
b)
Psycholinguistic theory and teaching methods; Krashen's
Monitor theory;
4. Grammar revisited
a)
the role of grammar in the teaching of French.
b)
Bilingualism and the acquisition of French.
Evaluation
and Grading;
Class/tutorial participation: 10%
Class assignments/presentations: 40%
Final paper and/or exam(s): 50%
C
L
c27
I i LJ.M I'll i'.:. _)
?
Uifl;jJ iAI)( MIT" :ii
j
ui j;.
NEW O)UflSE PflOIOSAL_FOWf
1.
Calendar Information: ?
Depar-tnent:FRENCH
Abbreviation Code: FREN
?
Course Nriber:
?
310 ?
Credit Hours:3 - Vector: 3-3-0
Title of course: LINGUISTICS
AND FRrNCH-
LANGUAGE LEARNING
Calendar Description of Course:
SEE ATTACHED
Nature of Course:
SEE ATTACHED
1 > rerequisities
(or
special.
instructions):
FREN 301-3 ard FREN
306-3
What course (courses), if any, is being dropped fran the calendar if this course
Is approved:
?
FREN
303--3
2. Scheduling:
1iv frequently will the course be offered? ?
Once a year.
Sanester in which the
course will
first be offered?
Which of your prsent faculty would be available to make the proposed offering
'possible?
?
B. Bartlett, M. Fauquenoy
3.
Objectives of the Course:
SEE ATTACHED
4.
Budgetary and Space flequirants (for inforntion only)
What additional resources will be required in the following areas:
Faculty ?
Possible occasional Sessional Instructor/Lecturer post
Staff
Library
?
Some extra reserve copies
Audio Visual Nil
Space
?
Nil
1quipixnt ?
Nil
APPROVAL
Date:
- ?
Department
Chairman
_
?
Dean
? Chairman, SOUS
SCIJS 73-34h: (When
ccnipieting this 'form,
for instructions see Mcrroranclun SCUS 73-34a.
Attach course outline)
French 311-3
?
1-2-0
THE ACQUISITION OF VOCABULARY
Calendar entry
This course is intended for students who may be contemplating a career
as French-language teachers of core French or French Immersion. The
course addresses the practical problems of acquiring the specialized
vocabularies needed to teach French as a second language and to teach
other school subjects in French. It also. studies the techniques by which
students may be taught to increase their vocabularies.
Prerequisites:
FREN301 and FREN 306
May not be counted towards the 15 upper division credits
required for a minor in French nor towards the 30150 upper division
credits for a major/honors in French.
Course
.
objectives:
?
S
1), To enable students. to increase their passive and active
ocabulary via oral and written: media.
2)
To understand the principles governing the organization of
the lexicon and of personal and technical vocabularies.,
3) To
establish and practice mnemonic techniques.
4)' To understand tee, principles governing the selectio.nof
vocabulary for the classroom study of a) specific
subjects/topics, b) communicative functions.
5) To learn to apply these principles to a)
self-improvement; b) classroom situations.
Topics to be covered will include:
Langue
and metalanguage; vocabulary and lexicon;
Activ& and passive vocabulary;
4
0
Morphological, lexical and semantic fields;
Anglicisms;
Dictionaries (tech nical,bilingual, unilingual, visual/
pictorial, etc.);
Synonymy, antonymy, hyperonomy and hyponomy
as
productive
organizational structures for the study and control of
vocabulary;
Mnemonics; notional syllabus; grammatical terminology
Evaluation and Grading:
Evaluation will depend, in part, on series of Cloze tests with
subject matter related to topics studied. Studerfts will also undertake the
development of a corpus of vocabulary relating to a) an academic subject,
b) asocial/cultural scenario, c) specific communicative functions
Class/tutorial participation:
?
10%
Assignments/class tests:
?
40%
Final paper/project and/or exam: 50%
.
30
I I''I] ON UNI)EItGflADUATl STUDIES
IV ODURSE, PROPOSAL IDI1M
1.
Calendar Information: ?
Department
Abbreviation Code:
FREN ?
Course Nuither:
311 ?
credit lloiiirs:
?
Vector: 1-2-
Title of Course: ?
THE ACQUISITION OF VOCABULARY
Calenthr Description of Coarse:
SEE ATTACIIEI)
Nature of Course:
SEE ATTACHED
Prerequisities (or special instructions):
FREN 301-3 and FREN 306-3
What course (courses), If any, is being dropped Iron the calendar if this course
is approved:
NONE
2. Scheduling:
How frequently will the course be offered?
?
Initially. once a year.
Sonester in which the course will first be offered?
\Wch
.
of your piesent faculty
N y ould be available to make the proposed offering
possible?
?
TARTLETT, DEMERS
3.
Objectives of the Course:
SEE ATTACHED,
4.
(for in format ion only)
What additional resources will be required in the following area.s:
Fculty ?
Sessional Instrjcior/Lec turer
Staff ?
-
Library ?
some new. acquisitions
Audio Visual
computer software: programs
Space ?
-
Equiincnt
?
access to conipuers
j\PPPOV/U
Date: ?
) -'-?.
?
___
AMML
I)ep::tuTít C1a:Lnrcw
?
Dean
?
'-'
?
Oainrrin SCUS
scus 73-341): (When cunpiet:ing this forni, for instructions see Mcnrandin SCUS 73-34a.
1'Ltich course outline)
French 312-3
?
1 -0-2
CORRECTIVE PHONETICS
Calendar entry:
This course is intended for students who may be contemplating a career
as French-language teachers of core French or French Immersion. The
course is designed to help them to improve their own pronunciation of
French; it also provides them with the knowledge and techniques needed
to address the pronunciation problems of students in their language
classes.
Prerequisites:
FREN 301 and FREN 306.
May not be counted towards the 15 upper division credits
required for a minor in French nor towards the 30150 upper division hours
required for a major/honors in French.
Course objectives:
1.
To improve auditory discrimination
2.
To understand the articulatory formation/description of
French consonants and vowels
3.
To understand and master the problems of liaison, elision,
enchalnement and contraction'
4.
To understand and master the prosodic features of intonation
and accentutation
5.
To sensitize students to phonological universals
6.
To master the verbo-tonal system of phonetic correction
7.
To identify and analyze pronunciation prosodic errors
8.
To master and teach the principles of self-correction
9.
To master the techniques of correcting students'
mis pro nun ci at ions
.
7
32
Cdnfen:
lritl lectures will be devoted to the study of the principle,
descnptivofrmework and analytical techniques ihvolved Subsequent
iëtUfe
iiTI sfudy cbrrective procedures and techniuës. Monitored
labbäôflë
'
Will b
?
rtëd towards the idëñtificatioñ and dbrtection of
uh ?
ad (he deelbpménfof the tüde
?
ability to idhtify and
bbrrebt ?
ié (k'è and taped) perforniaridé of other seakes.
E'aUjá{iori and Grading:
Evluation will involve:
) rë- and post-testing aimed at Cstablishihg overall
ihdiiEbdI irnprovèment
b)
a seriesof cuMulative practical tests involving the
identific.tBn .
6f
errors in taped
?
peech a
?
rid
làborá(in techniques fo
their correct
idr
c)
a fihaI exam inv'ihg a rifli oftpbnent dealih With the
principlesid.téch'riiues of self-corrëctioh ad coiiection, and an bäI
cohëit bâed
on individual inteMew.
Cispáticipátiori: ?
10%
ssirnents/class tests: 50%
Final evaluation/interview: 40%
.
33
..,L.JIIIA I.
L&',lll'lj A
All
I
A'I 1
?
01'41)1.It&jlUUjI4l I..
NEW COURSE' 1IIOPOSMJ I'OIlM
1.
Calendirinfonnation:
?
rpartinent:_FRENCH
Abbreviation Code: FREN
?
Course Nturer:312
?
Credit Hours:
?
Vector: -p-_
Title of Cour.,e. ?
CORRECTIVE PHONETICS
Calenthr Jescription of Course:
.'
?
SEE ATTACHED
Nature of Course:
?
. ATTTACHED.
Prerequisities (or special instructions):
FREN 301-3 and FREN 306-3
What course
(courses), if any,
Is being dropixxl from the calendar if this course
is approved: ?
NONE
2.
Scheduling:
How frequently will
the
course be offered? Initially
-.Once a year.
Scmester in which the course will first be offered?
Which of your-present faculty would
be available to
make
the
proposed offering
possible? ?
LUIJ-NC.IJYEN, WRENN
3. O
bject ives
.-
of the course:
?
I
SEE ATTACHED
4.
fludgetary
and Space
Requiremnts
(for
information only)
What additional
resources will be
required in the following areas:
Faculty
?
Sessional Instructor/Lecturer ?
0
Staff
?
-
?
0
Library ?
Some new acquisitions
Audio Visual Some new audio-taped programs
Space ?
-
1quipTent
APPROVAL
.
-:
?
Ki
dMAtil—
.—
Department Chairman
?
Dean
?
QiaIrnn, SC1JS
SOJS 73-34b: (When ccTnpleting this form,
for
instructions see
Manorandun S
r
-US 73-31a.
Attach course outline)
A.C.C.
F
.
?
q0_
DEPARTMENT OF FRENCH
?
.
TO: ?
EllOñ Gee
FROM:Baffie Bartlett, Chair
RE: ?
Joint minor proposal - French Education
DATE: ?
OctOber 9, 1990
I have just spoken with Rosena Davison and this memo is to
answer your final concerns as outlined by her.
1)
Educ 2803 -
Teaching French in B.C.
is to be offered alternately in
French
and
ñ'lih forthe following reason. While many of the students
wishing to find Out about the profession of French teacher may have
sufficient cb'm'pe.tence to follow the course in French (note the
requiremenrof rench 202 when the course is offered in French) it is
entirely poible thai there be will new students'( especially college
transfer'tudents) whore in, Or intending to enter, the sequence of
French i
. i., ?
Who nevertheless with to find out about
language-teaching as acareerbefore perhaps committing themselves to a
heavy Freh iaiiguage program. The increasing demand for French teachers
will certainly tempt many would-be teachers to consider a career as
French
teachers. R it with them in mind that the course will be offered in
English. Note that all the subsequent courses proposed for this joint
minor have French 301 (as Well as 306) as a prerequisite - that is to say,
all students will 'have had to complete not only French 202 but also French
206 and 301 before taking the remaining French and Education courses in
this minor.
2)
It is irnmatriaI to us where the:prograrn is housed. Since the Faculty of
Education is furnishing the greater number of credits (11 to our 9) and
since they are providing the funding for our courses, it would seem
reasonable to house it in the Faculty of Education. A steering committee
35
LI
4
S
with members from Education and from French will "run" the program.
3)
Double counting of credit:
As stated, French 310-3 (which is replacing French 303-3) may count in
partial fulfillment of upper division requirements for honors, majors and
minors in French in a B.Ed. program and for honors and majors in French in
a B.A. program. (This is like the present regulation relating to Fren 303)
Again as stated, the credits for 311 and 312 may not be counted either
for a minor or for a major or honors in French. That is, they can count only
as electives towards the university total of 45 upper level hours
4)
Fitting in the French program.
The three French courses should appear as a new entry on page 85 under
the category of
French Linguistics.
The final entry before
French
Literature
should therefore read:
40 ?
French Applied Linguistics
FREN 310-3
311-3
312-3
Also, current references to FREN303 on page 84 will be changes to FREN
310.
The Calendar entry as specified in our submission will also presumably
appear under Education and also on page 86 of the current calendar
between
Joint Major in French and Spanish
and
Certificate
Program in French Language Proficiency.
3:
(iuity of Education
Simon Fraser University
paper
FE902 1
Motion
That the Minor in Education Studies be discontinued and
deleted from the calendar.
Rationale
The course selection for this minor lacks a clear rationale. Very,
very few students have opted to take this minor over the past ten
years.The ?
above motion was approved by the Undergraduate
0
Programs Committee on September 4th, 1990.
.
37
