S.92-3
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SIMON FRASER UNIVERSITY
?
MEMORANDUM
To: ?
Senate ?
From:
J.M. Munro, Chair
Senate Committee on
Academic Planning
Subject-
?
Department of Linguistics and
?
Date:
December 10, 1991
Faculty of Education - Joint
Post-Baccalaureate Diploma in
English as a Second Language
and New Course - Faculty of Education
• Action undertaken by the Senate Committee on Undergraduate Studies (SCUS Reference
91-48 and 91-59) and the Senate Committee on Academic Planning (SCAP Reference 91-42
and 91-43) gives rise to the following motion:
Motion #1: "that Senate approve and recommend approval to the Board of
Governors as set forth in S.92-3 the Joint Post-Baccalaureate
Diploma in English as a Second Language."
Motion #2: "that Senate approve and recommend approval to the Board of
Governors as set forth in S.92-3, the following new course as
proposed by the Faculty of Education:
EDUC 470-4 Experience in teaching students of limited
English proficiency"
0
Joint Post-Baccalaureate Diploma in English
as a
Second
Language ?
Page 1
New Program Proposal: Joint Post-baccalaureate Diploma In
English As A Second Language
LINGUISTICS
DEPARTMENT and FACULTY OF EDUCATION
1.
Introduction.
Both the Faculty of Education and the Department of Linguistics treat aspects of teaching English as a
Second Language in courses and programs they offer. The Department of Linguistics has courses which
deal with the linguistic problems encountered when dealing with native speakers of languages other than
English, while the Faculty of Education provides instruction in methods and curriculum for teaching ESL
in the classroom. Since the inception of the Certificate in ESL Linguistics, a fundamental program for the
background preparation of ESL teachers has existed. A comprehensive approach to the preparation of
teachers for an ESL specialization can only be achieved by adding a qualification that addresses the profes-
sional needs of future and practicing teachers in public schools directly. An appropriately structured
--Diploma program will-complement-the-offerings already in place-and provide just-the needed-educational -
?
-. -
opportunity for those who would enter this field as a teacher.
2.
Rationale.
The proposed Diploma is designed to fulfil dear needs for formal training and qualification in ESL
?
within the B.C. university and college structure. A program at the post-baccalaureate level rather than at
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the Master's level is the better offering at this time, since it will address in a more immediate, appropriate
?
and effective manner the need for post-Bachelor's degree training and qualification not only of Canadians
?
• but also those of foreign students seeking post-bachelor's degree training and qualification in the ESL area.
A number of institutionaland educational developments make the establishment of this program
timely. Most of these reflect the growing importance of teaching English as a Second Language in the pub-
lic school system; the University should be prepared to respond with appropriate programs to serve the
needs of the present and future teachers who will be called upon to deliver instruction in ESL.
1.
The Ministry of Education has moved English as a Second Language from the Special Education
Branch to the Modem Languages Branch. Before now ESL was lumped together with learning disabil-
ities, education of the mentally and physically handicapped, etc. So now, ESL is formally recognized as
being a distinct field that deals with language.
The Ministry of Education has also recently created or reorganized committees dealing with English as
a second language, the ESL Advisory Committee and the ESL Curriculum Committee
It seems appropriate that we at Simon Fraser University respond to this governmental recognition of
ESL as an area by providing appropriately structured training for ESL teachers.
2.
The Faculty of Education continually receives requests to train foreign teachers in ESL who are funded
by the Canadian International Development Agency. These teachers are not prepared to do a Master's
degree. They would profit far more from learning some basic psychology, linguistics, and practical
language teaching than the more theoretical material in graduate courses.
A
Post-Baccalaureate
Diploma would be ideal for them, either as a qualification by itself, or as preparation for application
for entry into an M.A. or MEd program in ESL. In addition, such a prerequisite for entry into the Mas-
ter's level program would enhance the level of entry and quality of students at the Master's level.
The Linguistics department is not interested in providing for graduate education in ESL. Nonetheless,
the department receives a substantial number of inquiries in the area of ESL at the postgraduate level,
many from overseas. For many of these students, an M.A. is unnecessary, nor could they qualify to be
admitted to the Linguistics graduate program. A diploma is an appropriate alternative program for
such students. Since the Faculty of Education, on the other hand, does provide for graduate education
. in Teaching English as a Second Language, the proposed diploma is seen as a complement and not a
replacement for that specialists' qualification. Indeed, the Diploma could become one of the paths
leading to the Master's level program.
Revision
of
November 13, 1991
?
Linguistics Department
?
Faculty of Education ?
1.
Joint Post-Baccalaureate Diploma
in English
as
a Second Language ?
Page
2
3.
There is demonstrated need for ESL training for teachers in Greater Vancouver, the Fraser Valley and
outlying regions. For example, 25
0 /6
of the student body of Burnaby North Secondary School are stu-
dents requiring ESL training. In some neighborhood schools, particularly in East Vancouver, the per-
centage of students whose mother tongue is a language other than English can reach 75-80%. In the
face of such numbers, the Vancouver School Board and other districts are developing pilot projects
which require much earlier integration of ESL students into regular classroom programs than has been
traditional. As a result of these developments, more and more regular classroom teachers are choosing
ESL qualifications as part of their continuing education plans, and these numbers will likely increase.
The expected enrollments in the proposed highly structured Post-Baccalaureate Diploma in ESL will
ultimately justify, resources to put more courses on more often, in the evenings (on campus and down-
town), into the DISC format, etc. A group of approximately 40 students are likely to be enrolled in the
program when it reaches a steady state.
4.
There is a substantial curricular infrastructure to support such a program already in place. The pro-
gram makes use of courses already in place in the University, and therefore channels rather than
expands the curriculum. The courses on ESL in Linguistics and Education are experiencing steadily
rising enrollments, and the recently-introduced Certificate in ESL Linguistics met with immediate suc-
cess and now shows 72 active students in the program. The Diploma will provide a continuation pro-
gram to offer to such students.
The existing curricular resources in ESL within the University are well-placed to feed students into the
Diploma. Even if less than half of Certificate students were to be interested in the Post-Baccalaureate
Diploma, it would be a substantial number for such a program; other interested students can be
expected to come from other programs (Linguistics major, etc.) as well as from outside the University.
3. Summary Of Program Requirements.
The Post-Baccalaureate Diploma in English as a Second Language consists of a minimum of
31
credits
of Upper Division courses
(300/400
level courses). Students will apply for admission to the PBDESL to
either the Linguistics Department or the Faculty of Education. Admission decisions will be made by a Joint
Steering Committee.
Acceptance into the program will be based on:
1.
A Bachelor's Degree, with suitable background preparation. If the applicant's undergraduate special-
ization was not in an area closely related to ESL (including Linguistics, Education, English, or Psychol-
ogy) or there is no equivalent to the Certificate in ESL in the student's academic record, they should
plan on spending one to two semesters taking courses that are prerequisites to the diploma require-
ments prior to formally entering the Diploma program. The Steering committee may also grant condi-
tional admission, particularly if a student's background deficiencies can be remedied
straightforwardly, as by taking LING
310.
2.
Demonstrated knowledge of spoken and written English. For spoken English, this means at least an 5-
3
rating on the (five-point) oral proficiency interview scale or the equivalent score on the TOEFL Test
of Spoken English. For written English, applicants must also attain a
3
rating or the equivalent score
on the TOEFL Test of Written English Native speakers of English and those educated in an anglo-
phone university would be exempted from the examination requirement. Students will furthermore be
required to demonstrate accuracy and fluency in English composition. Achievement at this level is to
be demonstrated through a student's previous academic record, or completion of a suitable composi-
tion course (e g. ENGL 199 or
210)
as an additional requirement. The Steering committee will deter-
mine whether a student is required to complete any such additional requirement on admission to the
program.
3.
An ESL teacher should have had the experience of acquiring or learning another language, acquiring a
knowledge of its structure, and experiencing the difficulties inherent in communicating in a language
one knows less than perfectly. Thus some academic training or demonstrated ability in a language
other than English will therefore be a prerequisite for entry into the program.
Students will be reminded that there is no double-counting of course credits. Thus, students who have
taken, for example, LING
321
(or its equivalent) at the Bachelor's level will not receive credit for it at the
Diploma level. The option lists in the requirements are constructed so as to take this into account.
Revision of
November 13, 1991
?
Linguistics Department
?
Faculty of Education
Joint Post-Baccalaureate Diploma in English as Second Language
?
Page
3
I
4. Proposed
Post-Baccalaureate
Calendar Entry.
Diploma in English as a Second Language
The Department of Linguistics and the Faculty of Education jointly offer a Post-Baccalaureate Diploma
in English as a Second Language. Students should apply to the Departmental Advisor for admission to the
Diploma program. Applicants will be admitted by the joint Steering Committee made up of members of
the Linguistics Department and the Faculty of Education under the following general requirements:
1.
Completion of a Bachelor's degree
2.
Demonstrated knowledge of spoken and written English. Students whose Bachelor's degree was com-
pleted in a country or university where English is not the principal language may be required to sub-
mit evaluations from recognized tests (e. g. the TOEFL Tests of Spoken and Written English), as well as
samples of their written work. Students may be admitted on the condition that they complete addi-
tional course work in English composition in addition to the normal requirements of the program.
3.
An undergraduate concentration in one or more related disciplines such as Linguistics, Education,
English, or Psychology. Completion of the Certificate in ESL Linguistics or an equivalent preparation
is accepted as_fulfilling this requirement. Students may be- admitted on the-condition that they-take
LING 310-6
Intensive Survey of Linguistic Analysis
in addition to the general requirements of the
program.
4.
Some academic training or demonstrated ability in a language other than English.
Course Requirements
Students are required to complete a minimum of 31 credit hours chosen from the following three
areas.
• I. Linguistics:
The program requires an understanding of the general principles of linguistic theory and analysis, as
well as the linguistic structure of the English language, and acquaintance with a wide range of structures
typical of the languages of English learners.
Students are required to take a total of 12 credit hours in upper-division Linguistics courses, consisting of:
Any two (6 credit hours) from:
?
-
LING 321-3 Phonology
LING 322-3 Syntax
LING 323-3 Morphology
LING 324-3 Semantics
LING 330-3 Phonetics
NOTE Students whose undergraduate record includes at least 12 credit hours from the above list of
courses or their equivalents must select approved substitutes from among 400-level Linguistics
courses to fulfill the requirement of 6 credit hours in this section.
plus any two (6 credit hours) from:
LING 360-3 Linguistics and Language Teaching: Theory
LING 361-3 Linguistics and Language Teaching: Practice
LING 362-3 English as a Second Language: Theory
LING 408-3 Field Methods
LING 431-3 Language Structures I
LING 432-3 Language Structures II
LING 441-3 Language Typology
LING 480-3 Topics in Linguistics I [When offered with a suitable topic]
LING 481-3 Topics in Linguistics II [When offered with a suitable topic]
. NOTE Students who have already received credit for courses in this list through previous programs may
not take them for further credit.
Revision of
November 13, 1991
?
Linguistics Department
?
Faculty of Education
5.
Joint Post-Baccalaureate Diploma in English as a Second Language
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Page 4
II. Education:
Students in the program should be conversant with the principles of language pedagogy and be able
to apply these as needed to various classroom situations; they should also have an understanding of the
principles of testing and assessment and be able to apply these in classroom settings. Students are further
required to have practical experience which is designed to develop classroom skills specific to teaching
English to non-native speakers.
The following courses (8 credit hours):
EDUC 467-4 Curriculum and Instruction in Teachinglish as a Second Language
EDUC 470-4 Experience in Teaching Studentsftimited English Proficiency
NOTE Only students who have a current teaching placement should enrol in EDUC 470. In exceptional
circumstances, alternative arrangements may be made after consultation with the Steering Com-
mittee.
plus
8-12
credit hours chosen from:
EDUC
468-4 Recent Advances in the Teaching English as a Second Language.
EDUC 325-3
Testing in Schools
EDUC
341-3
Literacy, Education and Culture.
EDUC 342-3 Contemporary Approaches to Literacy Instruction.
EDUC 367-3 Integrating ESL Learners in Specific School Subjects
EDUC 422-4
Learning Disabilities
EDUC 424-4
Learning Disabilities: Laboratory
NOTE. Students who have already received credit for courses in this list through previous programs may
not take them again for further credit. Students who have prior credit for EDUC 467-4 or the
equivalent will be required to select an alternative to that course from this list.
III. Individual and Social
Development:
Knowledge of the psychology of language, of specific theories of human development and language
acquisition and use, and of the sociocultural context of learners and speakers represents a basic component
in the preparation for language teaching.
Any one
oft
(3-4
credit hours)
EDUC 44144
Multicultural Education
LING 409-3
Sociolinguistics.
PSYC 351-3 Child Psychology
PSYC 355-3
The Psychology of Adolescence and Youth
PSYC
366-3
Language Development.
PSYC
367-3 Experimental Psycholinguistics
S. A.
400-4
Canadian Ethnic Minorities
NOTE Students who have already received credit for courses in this list through previous programs may
not take them for further credit.
Revision of November 13,1991 ?
Linguistics Department ? Faculty of Education
SIMON FRASER UNWERSITY
FACULTY OF EDUCATION
?
UNDERGRADUATE PROGRAMS
•
?
NEW COURSE PROPOSAL
1.. Course Number 470
?
Credit Hrs:
4 ?
Vector: 0-0-4
Title of Course:
Experience in Teachin
g
Students MLimited E
Proficiency.
Description of Course: This course is for those who intend to teach people
with limited proficiency in English. It permits teachers to develop those
- - - ?
classroom skills specific to teaching- the English language to non-native - - -
?
- -
speakers and to reflect upon their own development as teachers. (Grading
will be on the pass/withdrawal basis.)
Prerequisites (or special instructions):
Linguistics 220-3 or Linguistics 310-6, and Education 467.
See Undergraduate Programs well in advance of registration time to obtain
the form letter that your employer or supervisor of volunteer teachers must
complete. (Only students with a current teachin
g
placement may
enroll in
this coursei
2. Topics Covered
An assignment will be completed for each topic. The percentage weighting
for each assignment is indicated.
Administrative aspects of teaching English as a second language
Resources
within the
school/college/agency and the community
(e.g., library, media, computers, etc.)
Community input into the program
Value system expressed in the school's directives and programming
The backgrounds of the learners in the program
Physical resources in the classroom
Mixed ability/non-mixed ability classrooms
Relation of language teaching to subject
area content
Setting objectives
Kinds of objectives
.
?
Planning integrated units and lessons
.
6
Using tape recordings of lessons to monitor one's effectiveness as a
teacher of pronunciation
S. ?
.] ?
I
RIM;Ii.f'
Learner Strategies
Monitoring one's effectiveness in helping LEP (Limited English
Proficiency) students to create individualized learning plans
The function of accuracy in teaching morphology and syntax
Using videotapes to monitor one's effectiveness in teaching morphology
and syntax
6. Assessment of LEP Students (20%)
Purposes of assessment
Monitoring one's effectiveness in accurately and fairly evaluating the
progress of LEP students
T. Diar
y
(10%)
Record of LEP
student
responseS to specific teaching practices
Teacher reflections upon the responses of LEP students to specific
teaching procedures
3.
Rationale for Course
Both UBC and UVic offer practica in their language education programs
for English as a second language teachers. SFU students are at a
competitive disadvantage when they seek. employment or promotion
because they lack university-directed teaching experiences specific to ESL.
(A DISC version of this course will be offered to accommodate both
practicing public school teachers and volunteer teachers.)
4. Budgetary and Space Requirements
What additional resources will be require in the following areas:
Faculty: none
Staff.- none
Library: none
Audio Visual: none
Space: none
Equipment: none
Funds: DISC funding
S
'1
5.
Bibliography
Cohen, Louis & Manion, Lawrence. (1989).
A
Guide to Teaching Practice,
Third Edition. London: Routledge.
Ellis, Gail & Sinclair, Barbara. (1989).
Learning to Learn English.
Cambridge, England: Cambridge University Press.
Grognet, Allene Guss. (1989). Elderly refugees and language learning.
Aging,
No. 359, 8-11.
Hardie, Ronald G. (1990).
English Grammar.
London, England: Collins.
Neiman, Alven Michael. (1986). Education, power, and the authority of
knowledge.
Teacher's College Record,
Vol. 88, no. 1, 64-80.
-- - - Nilsen, Don L. F.& Nilsen, Alleen Pace. (1973).
Pronunciation Contrasts
in English.
New York, NY: Regents.
Swan, Michael and Bernard Smith. (1987).
Learner English.
Cambridge,
England: Cambridge University Press.
Van Manen, Max. (1990).
Researching Lived Experience.
Albany, NY:
State University of New York Press.
6.
List of Student Assignments to be Completed.
Students will have a total of seven assignments, one for each of the topics
listed above. These will carry the weight shown in the percentages above.
Assignments will consist of an analysis of the teaching setting (Topic 1),
lesson plans—including recordings of lessons presented—for Topics 2-5, a
portfolio of assessments (Topic 6), and a diary kept by the student-teacher
(Topic 7).
7.
Timetable
Thefirst pilot offering, of this course in a DISC version will commence in
Fall 1992.
.
I.
