Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11

S.88-71

SIMON FRASER UNIVERSITY

MEMORANDUM

To:

Senate ?

From:

J.W.G. Ivany

Chair, SCAP

Subject: Department of Linguistics -

Date:

November 17, 1988

Curriculum Revisions

Action undertaken by the Senate Committee on Academic Planning/Senate

Committee on Undergraduate Studies gives rise to the following motion:

Motion; ?

that Senate approve and recommend approval to the Board of

Governors change in requirements and curriculum revisions in

• ?

the Department of Linguistics as set forth in S.88-71 including

1 ) New course LING 220-3

Introduction to Linguistics

Deletion of

LING 240-3

Theory and Analysis in

Linguistics

and

the proposed Certificate in English as a Second Language

(ESL) Linguistics.

SIMON FRASER UNIVERSITY

F-S-

MEMORANDUM

To: Ellen Gee

From: T.A. Perry, Chairman

NJ t

Assoc. Dean of Arts

Linguistics Department

Subject: Curriculum Revisions

Date: September 14, 1988

Attached you will find proposed curriculum revisions for the Linguistics

program which were recently passed by the Department. Please place

them on the Agenda for the next FACC meeting.

These revisions represent adjustments to the major curriculum revisions

which went into effect a year ago. Our experience has shown that the

structure of our lower division course stream and requirements needs to

be revised to provide for an optimum pedagogical effect at that level.

Please note that the revisions call for reinstatement of LING 220 which

was dropped in the previous revisions. This is intentional; students with

credit for the former 220 should not re-take this new course for credit.

If you need any further information, please let me know.

TAP/hc

End.

L COURSE CHANGES ?

[NEW

COURSE/COURSE

DELETION]

FROM: ?

LING 240-3 Theory and Analysis in Linguistics

A survey of the field of linguistics integrating all facets of linguistic structure and

identifying key issues in linguistic inquiry.

Prerequisites: LING 221,222. ?

(Lecture/Tutorial)

TO: ?

LING 220-3

Introduction to Linguistics

An introduction to linguistic analysis.

Prerequisite: None. Students with credit for LING 240 may not take this course

for further credit. ?

(Lecture/Tutorial)

RATIONALE:

LING 240 was intended to serve as an integrative course at the end of lower divi-

sion work in linguistics, to help bridge the gap between lower division and upper

division courses. This model called for the course to follow two introductions to

specific fields within the discipline. It was instituted in Fall of 1987, and it has

quickly become clear that this approach has not been a curricular success. In addi-

tion, an important recruitment function of a 200-level introductory course was lost

(LING 240 replaced such a course, but in a different place in the sequence). The

Department therefore proposes to return to a more traditional structure of lower-

division course interrelationships and requirements (general-to-specific).

H. CHANGES IN COURSE REQUIREMENTS

FROM: ?

REQUIREMENTS FOR A MAJOR IN LINGUISTICS

Lower Division:

LING 100-3, 130-3, 221-3, 222-3, and 240-3.

TO: ?

REQUIREMENTS FOR A MAJOR IN LINGUISTICS

Lower Division:

LING 130-3, 220-3, 221-3, 222-3, and 3 additional credit hours in 100 and 200-

level Linguistics courses.

RATIONALE:

This change reflects the replacement of LING 240 by the proposed 220, and

makes course selection more flexible in the lower division requirements by allow-

ing one lower-division elective. LING 100 is no better preparation for further

study than 110, and some students with specialized interests may wish to take

other 200-level courses as electives. The previous requirements provided 2 100-

level entry points in any case (100 and 130); some students have entered through

the 130-221 sequence and then 'gone back' to 100. Since LING 100 did not pro-

vide a strong streaming effect, there is no reason to maintain rigid sequencing

throughout all the lower division requirements.

FROM: ?

REQUIREMENTS FOR

HONORS DEGREE IN LINGUISTICS

Lower Division:

LING 100-3, 130-3, 221-3, 222-3, and 240-3.

Linguistics /page2

To: ?

REQUIREMENTS FOR AN HONORS DEGREE IN LINGUISTICS

ILower Division:

LING 130-3, 220-3, 221-3, 222-3, and 3 additional credit hours in 100 and 200-

level Linguistics courses.

RATIONALE: [SEE THE RATIONALE FOR THE MAJOR REQUIREMENTS, PAGE 1]

FROM: ?

REQUIREMENTS FOR A MINOR IN LINGUISTICS

Lower Division:

LING 100-3, 130-3, and 9 additional credit hours in 100- and 200-level

Linguistics courses.

TO: ?

REQUIREMENTS FOR A MINOR IN LINGUISTICS

Lower Division:

LING 130-3, 220-3 and 9 additional credit hours in 100- and 200-level

Linguistics courses.

RATIONALE:

Since minor requirements are already quite flexible in the lower division, substitu-

tion of proposed LING 220 for LING 100 as a specified requirement will insure

better course selection by giving minor students a good basis of prerequisites,

since it is proposed to make 220 a prerequisite course where LING 100 was for-

merly required (see below,

CHANGE OF PREREQUISITES).

M. CHANGE OF

PREREQUISITES AND OTHER CHANGES

LING 360 LING 100,130

LING 362 LING 100,130

LING 440 LING 221,222,240

LING 220; LING 130 strongly rec.

LING 220,221,222

Change of Title

RATIONALE:

The prerequisite system of the present course sequence was built on the assump-

tion that LING 100 provided major, minor, and honors students with entry-level

familiarity with the field. At the same. time, LING 100 fulfills a role as a general-

interest course for the students not necessarily interested in continuing in

Linguistics. These two goals have proven difficult to achieve within one course,

so it is proposed to return to a separation of 'special' and 'general' introductions

to the field. This permits all prerequisites in ongoing courses to refer to the spe-

cialist introduction. LING 100 can still count toward lower division program re-

quirements as the proposed elective. The two introductions do not duplicate one

another, since LING .100 is a topical survey, while LING 220 is a problem-solv-

ing and skill development course.

Linguistics /page3

FROM: ?

LING 221-3 Introduction to Phonology

The principles of phonological

analysis.

Prerequisites: UNG 130; LING 110 recommended. ?

(Lecture)

TO: ?

LING 221-3

Introduction to Phonology

The principles of phonological analysis.

Prerequisites: LING 130, UNG

220 ?

(Lecture)

RATIONALE:

Proposed LING 220 is intended to serve as the anchor for lower division require-

ments and hence is added to the prerequisites for this required course. See also the

summary rationale above.

FROM: ?

LING 222-3

Introduction to Syntax

The principles of syntactic analysis.

Prerequisite: LING 100. ?

(Lecture)

TO:

LING 222-3 Introduction to Syntax

The principles of syntactic analysis.

Proposed LING 220 is intended to serve as the anchor for lower division require-

ments and hence is added to the prerequisites for this required course. See also the

summary rationale above.

FROM: ?

LING 250-3 Linguistic Aspects of Language Acquisition

Introduction to the study of language acquisition from the point of view of

linguistic structure.

Prerequisites: LING 100, 130.

(Lecture/Tutorial)

To: ?

LING

250-3

Introduction to Language Acquisition

Introduction to the study of language acquisition from the point of view of

linguistic structure.

Prerequisites: None

(Lecture/Tutorial)

RATIONALE: Although this course treats a topic for which there is demand from both within

and outside the department, the prerequisites proved to be a factor in discouraging

students from taking it at this level. The level was probably set too high for the

lower division; hence the prerequisites are being dropped and the objectives

scaled back somewhat, as reflected in the revised title.

FROM: ?

LING 360-3 Linguistics and Language Teaching: Theory

Theoretical aspects of second language learning.

Prerequisites: LING 100, 130; LING

221 recommended. ?

(Lecture/Tutorial)

TO: ?

LING 360-3 Linguistics and Language Teaching: Theory

Theoretical aspects of second language learning.

Prerequisites: LING

- ?

The introduction of new LING 220 will permit consolidation of prerequisites in

courses such as this; the level at which 220 will be taught will permit it to be suf-

ficient for entry into this course, although LING 130 should remain a strong rec-

ommendation so as to establish the need for 'catch-up' work in phonetics for

those entering the course with lesser skills in that area.

Linguistics /page4

. ?

FROM: ?

LING 362-3 English as a Second Language

Application of linguistic principles to the teaching of English as a second

language.

Prerequisites: LING 100, 130; LING 221 recommended.

(Lecture/Tutorial)

Note: Students with experience in teaching English as an additional language

may be exempted from these prerequisites with consent of the instructor.

TO: ?

LING 362-3 English as a Second Language

Application of linguistic principles to the teaching of English as a second

language.

Prerequisites: LING 220, LING 130

(Lecture/Tutorial)

Note: Students with experience in teaching English as an additional language

may be exempted from these prerequisites with consent

the instructor.

RATIONALE: [SEETHE SUMMARY RATIONALE AND THE RATIONALE FOR

LING 360 ABOVE]

FROM: ?

LING 440-3 History and Philosophy of Linguistics

Historical and ontological development of linguistic concepts; issues in the

philosophy of science pertaining to linguistic theory; the source of linguistic ideas

in philosophical theories and their place in intellectual history.

Prerequisites: LING 221, 222, 240. ?

(Lecture/Tutorial)

TO: ?

LING 440-3 History and Philosophy of Linguistics

Historical and ontological development of linguistic concepts; issues in the

philosophy of science pertaining to linguistic theory; the source of linguistic ideas

. ?

in philosophical theories and their place in intellectual history.

Prerequisites. LING 220, 221, 222. ?

(Lecture/Tutorial)

RATIONALE:

LING 240 is to be replaced in the prerequisites of this course with the only com-

parable course, the one which replaces it (proposed LING 220).

SENATE COMMITTEE ON UNDERGRADUATE STUDIES 

?

NEW COURSE 

NEW COURSE PROPOSAL FORM 

1. Calendar Information 

Abbreviation Code: LING 

?

Course Number: 220 

title of Course: 

?

Introduction to Linguistics 

Calendar Description of Course: 

An introduction to linguistic analysis 

Department 

?

Linguistics 

Credit Hours: 

?

Vector: 

?

i

Nature of Course 

?

Lecture/Tutorial 

Prerequisites (or special instructions): 

None. Students with credit for LING 240 may not take this course for further credit. 

What course (courses), if any, is being dropped from the calendar 

if this course 

is

approved: ? 

LING 240 

2.

Scheduling 

How frequently will the course be offered? Every semester 

Semester in which the course will first be offered? 89-2 

Which of your present faculty would be 

available to 

make the proposed offering 

possible? 

?

DeArmond, Lincoln, Perry, Roberts 

3.

Objectives of the Course 

To provide an introduction to the field for students interested in further work 

in Linguistics. 

4.

Budgetary and Space Requirements (for information only) 

What additional resources will be 

required in 

the following areas: 

Faculty 

Staff 

Library 

Audio Visual 

Space 

Equipment 

Chairman, SCIJS 

SCUS 73-34b:- (When completing this form, for 

instructions see 

Memorandum SCUS 73-34a. 

Attach course outline). 

5.

Approval 

Date:________________ 

Department Chairman 

NONE 

Dean 

.

Arts 78-3 

SAMPLE COURSE OUTLINE

LINGUISTICS DEPARTMENT

LING 220-3 INTRODUCTION TO LINGUISTICS

This course explores the structure, variation and development of language.

These aspects of language will be approached through practical analysis of

linguistic material and the examination of linguistic theories. This work

will include explorations in the following sub-fields of Linguistics:

phonetics and phonology, morphology, syntax, semantics, language

development, linguistic variation (in social groups, geographic space, and

time), and language universals.

o ?

Evaluation:

Quizzes - 80%

Other assignments and class participation - 20%

Requited Text(s)

W. O'Grady and M. Dobrovoisky, Contemporary Linguistic Analysis.

Toronto: Copp Clark Pittman, 1987.

PROPOSAL FOR A CERTIFICATE IN ESL LINGUISTICS

Many of the 35 Majors and 20 Minors In Linguistics structure their course

selections so as to qualify as much as possible for a specialization in

English as a Second Language. This Is easy to do as a sub-part of the

overall requirements. Our advising experience has shown that it would be

useful to make the set of courses needed to such an option within the

program an identifiable curricular goal. Aside from providing structured

course selection for students who would have tried to do this anyway, it

will provide an incentive for students to gain preparation In this area with

an eye towards future work. One of Its functions will be qualification for

advanced work In this area, such as an Extended Studies Diploma or

graduate work in Applied Linguistics.

By Itself, this Certificate would constitute appropriate background for

graduates who want to teach English as a Second Language to adults. The

demand for teachers capable of teaching English as a Second Language Is

driven by an increase in the number of adult E.SL programs here and abroad.

As a result, the Department has experienced a considerable demand

recently for formal preparation and qualification specifically in

Linguistics for ESL purposes. This preparation is presently not available

in any of the other B.C. universities, and in fact the only formal alternative

available is a Vancouver Community College program.

The curricular basis for the Certificate is already in place. All the

courses required for the Certificate are already existing courses in the

SFU curriculum. The Certificate can thus be established without

additional program costs.

TAP/hc

Oct. 4, 1988

•

Linguistics Department ?

ESL Program Proposal ?

page 1

NEW PROGRAM PROPOSAL.

Ti t 1 e: Cerlil/cete In ESL 4

L if4quistics

CALENDAR DESCRIPTION

The Department offers a Certificate in Linguistics for students

preparing to teach English as a Second Language. While the Certificate by

itself is not a specific employment credential, it constitutes preparation

for advanced study in applied Linguistics and ESL, and, when combined with

appropriate professional certification, provides the specialized linguistic

knowledge necessary for teaching English language skills in an environment

in which some or all of the students are not native speakers of English.

The program will normally take four to five semesters to complete.

The Certificate may be earned concurrently with a major or minor in

Linguistics.

Mono/thgiia/ stj,cnts J•i•t)o have never

c t

'/ omj Ia tiace other than

Enq/Lch are trong/y

a'ied

to faA-e at least t;i cours.s credit hows)

PROGRAM REQUIREMENTS:

The program requires successful completion

20 credit hours as set

out below, with a minimum grade point average of 2.0 calculated on the

basis of grades in the specified required courses.

LING 110-3

LING 130-3

LING 220-3

Introduction to Linguistics **

LING

222-3

Introduction to Syntax.

English as a Second Language

Linguistics Department

ESL Pro

ram Proposal ?

page 2

LING 250-3 ?

Introduction to Language Acquisition.**

RccmrntM1 Ccurs

LING 221-3

Introduction to Phonology.

LING

260-3 

?

Language, Culture, and Society

EDUC

220-3 

?

Psychological 

LIN6

360-3 ? 

Linguistics and Language Teaching: Theory.

LING

361-3 

?

Linguistics and Language Teaching: Practice.

LING

362-3 

?

English as a Second Language.

EDUC

467-4

Curriculum and Instruction in Teaching English as

a Second Language.

Rcoir,rneMeo' coi,r.ce

EDUC 465-4

Recent Advances in Teaching English as a Second

Language.

Prrouisite

:EDUC 46

7-4

** Subject to approval. (LING 220 is a proposed course; a change of title has been

proposed for LING 250).