EDUCATION
    467?
    CURRICULUM AND INSTRUCTION-IN TEACHING ENGLISH AS A SECOND LANGUAGE
    FALL 1978
    Gloria P. Sampson, Associate Professor
    Office: 6314
    Phone: 291-3627
    Meeting Times:
    Ev. Grp. 01
    ?
    Tuesday ?
    18:00 - 19:50 ?
    AQ 5100
    20:00 - 21:50
    Prerequisite:
    Any course in linguistics.
    Course Aims.
    By the end of this course you should be able to:
    1.
    Select ESL curricular materials that are appropriate for use with
    students of varying ages, linguistic backgrounds and cultural backgrounds.
    2.
    Implement ESL activities in a classroom setting.
    3.
    Use the diagnostic tool of error analysis to evaluate a learner's
    competence in English.
    4.
    Create language - learning tasks for enrichment or remedial purposes.
    5.
    Defend the use of a teaching approach that views the ESL. learner as
    linguistically and culturally different - not linguistically and culturally
    deficient.
    Assignments:
    1.
    Diagnosing language problems.
    2.
    Lesson plan.
    3.
    Unit plan.
    Students in this class can decide '4hith level or levels they wish to
    focus on in their assignments : (a) early childhood, (b) elementary, (c)
    secondary, or (d) adult.
    There is no final exam - a major
    assignment
    is given instead.
    Textbooks:
    Sampson, Gloria
    P. New Routes to English, Level I (Teacher's Annotated
    Edition, Student Text, Workbook). Don Mills, Ont., Collier Macmillan
    Canada Ltd., 1978.
    Croft, Kenneth (ed.) Readings on English as a Second Language. Prentice
    Hall of Canada.
    Burt, Marina K. and Carol Kiparsky. The Goof icon: A Repair Manual For
    Eng
    li
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    Rowley: Mass,, Newbury House Pubi.
    Pca
    .
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    S
    SIMON FRASER UNIVERSITY
    FACULTY OF EDUCATION
    TEACHING ENGLISH AS A SECOND LANGUAGE
    PROGRAM INFORMATION
    This handout is intended simply to provide you, the prospectivestudent,
    with some information about the kinds of courses you can take if you wish to
    gain expertise in the area of teaching English as a Second Language. For
    assistance in designing a program that meets your own specific needs, please
    contact the Director of Undergraduate Programs of the Director of Graduate
    Programs.
    Director, Undergraduate Programs
    Room 8529MPX ?
    Phone 291-3643
    Director, Graduate Programs
    Room 8528MPX ?
    Phone 291-4787
    SHORT-TERM PROGRAM FOR PEOPLE WHO ARE NEW TO THE FIELD OF TESL
    Linguistics 220-3 Introduction to Linguistics
    Linguistics 130-3 Practical Phonetics
    Education 467-4
    ?
    Curriculum and Instruction in English as a Second
    Language (Prerequisite: an undergraduate linguistics
    course)
    Both of the courses above are offered during the evenings and/or the
    summer session. Teachers may take Linguistic 412-3 English as a Second
    Language,in addition, or in place of Linguistics 220.
    DIPLOMA PROGRAM IN TESL FOR TEACHERS WHO WISH TO ACQUIRE A SPECIALIZATION IN TESL
    The Program consists of 30 or more hours of regular upper division courses;
    graduate courses may be included. Courses may be selected, with the assistance
    of the Director of Undergraduate Programs or Professor Gloria P. Sampson,from
    the categories below:
    1. ?
    Writing in English
    A.
    English 370-4 Advanced Composition: Theory and Practice
    English 374-4 Grammatical Backgrounds for the Study of Writing
    English 378-4 Theories of Composition
    B.
    English 376-4 North American Immigrant Literature
    English 362-4 Commonwealth Literature
    -2- ?
    S
    II. ?
    Linguistics
    (Please note prerequisites to courses below in the, SFU Calendar)
    Linguistics 401-3 Advanced Phonetics
    Linguistics 402-3 Phonemics
    Linguistics 407-3 Historical Linguistics and Dialectology
    Lingusitics 409-3 Sociolinguistics
    Lingusitics 412-3 English as a Second Language
    III. Foreign Language and Cultural Differences
    A.
    Any foreign language
    B.
    Education 441-4 Cultural Differences and Language
    IV. ?
    Language Acquisition
    Psychology 365-3 Psycholinguistics
    Psychology 425-5 Language and Thinking
    V.
    ?
    Language Pedagogy
    Education 467-4 Curriculum and Instruction in Teaching English as a
    Second Language
    Education 463-4 Educational Media
    Education 824-5 Seminar in English as a Second Language
    Education 825-5 Curriculum and Instruction in English as a Second Language.
    VI. ?
    Assessment and Testing
    Education 325-3 Measurement and Evaluation in Teaching
    Education 320-3 Educational Psychology: Learning and Instruction
    VII. The Role of Ethnics Groups in Society
    Sociology and Anthropology 203-4 Comparative Ethnic Relations
    Sociology and Anthropology 401-4 Canadian Ethnic Minorities
    The particular selection of courses that a student takes will of course be
    highly dependent on the student's own background and needs. Students may take
    graduate courses in areas where they already have an undergraduate strength.
    Students may take undergraduate courses in areas other than those mentioned above.
    A substantial number of the courses listed above are offered in the evenings
    and during the summer session so that they are available to practising teachers.
    MASTER'S DEGREE IN EDUCATIONAL PRACTICE (SPECIALIZATION IN TESL)
    Prerequisites: 5 courses in linguistics
    1 course in TESL teaching methodology
    . ?
    -3-
    MASTER'S DEGREE (continued)
    The program takes 1 academic year to complete if the student can enroll
    full-time. The courses are offered during the evenings for part-time students
    (practising teachers). The students take either:
    A.
    Thesis route - 30 hours of graduate courses including thesis.
    B.
    Non-Thesis route - 38 hours of graduate courses including one
    or two projects.

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