SiMON FRASER UNIVERSITY
S.
71-14
MEMORANDUM
To ?
SENATE ?
0
Pthóié ....
New
'
Course and
Subect
Course Revision:
Faculty
of...
Education
From ?
Senate Committee on
Undergraduate Studies
Date.
?
January. 24
,
, 1978 ,
Action taken by the Senate Committee on Under-
graduate Studies at
.
. its meeting of January 10, 1978, gives
rise '
to the following motions:
MOTION' I:
That Senate approve, and recommend approval to
the Board of Governors, the new course EDUC 467
(Curriculum and Instruction in Teaching English
as a Second Language) as set forth in S.78-16.
NOTE - LING 412-3 (English as a Second Language) offered by
the Department of Languages, Literatures and Linguistics,
has recently been revised to eliminate potential overlap
so that it will be completely complementary to the
proposed EDUC 467-4. The Faculty of Education and the
Department of Languages, Literatures and Linguistics
intend, through these courses, to address in part the
need of teachers for the skills required to teach
students for whom English is an additional language.
The Education Librarian reports that $2,000-$3,000 will
be required over .the next two years to build up the
already substantial library collection to the point where
it will be fully adequate. This item will have to be
placed in priority with other required acquisitions.
MOTION 2:
That Senate approve, and recommend approval to
the Board of Governors, the proposed description
and prerequisite changes to EDUC 423-4 (Analysis
of Teaching), as set forth in S.78-16.
?
.
• NOTE - When this course was considered, SCUS discussed at con-
siderable length the proposed objectives and the stated
prerequisite particularly since the course relies heavily
on theories of learning. As a result of that discussion
...2
SENATE ?
-2- ?
January 24, 1978
the Faculty of Education agreed to the explicit
reference in the prerequisite statement to "an intro-
ductory course in learning theory".
c-1'-
DRB/tb
?
D. R. Birch
E
SiMON FRASER UNIVERSITY
?
SeeS 713
MEMORANDUM
H. M0.Evans, Registrar and
Secretary of Senate
Sub;ect
............ ... ... ?
. ?
.....
...................................... ......... ..
As amended by SCUS
J. W. George Ivany
January 10,1978
From.... ?
. ?
..
Dean of Education
Date .......
December 22
.
, 1977
The Faculty of Education at its meeting of November
28, 1977
approved the attached new course proposal:
Education
467 -
Curriculum and Instruction in Teaching English
as a Second Language
Approval was also given to the attached revisions to the calendar
descriptions and pre requisites for:
Education
423 -
Analysis of Teaching
Please include them in the agenda for the next meeting of the
Senate Committee on Undergraduate Studies.
1gdA-0
cc Stan Kanehara
?
Mar y
Wideen
'.4
0
Chairman, SCUS
5. Approval
Date:
November
17, 1977
Department Chairmen
7js
0/
•
/0
NEW
O)URSE PI)POSAL FORM
?
1 1--
I1j
1.
'.dendar information
?
Department:
Faculty.of.
?
ctiJ)
,ThL,reviatthn
Cods:
pnii C
-
Có*4rse Number:
1,91
?
Credit Hours:
z
?
Vector:
2-2-0
1If.1 ?
f
Course:
?
Curriculum and Instruction in Teaching English as a Second
Calendar Description of Course:
?
Language
Students will learn to use English language teaching "grammars" appropriately to evaluate and
use methods of teaching EnJ
ish
as a second language to do error analyses, and to adapt
commercial programmes to the specific needs of learners. This course is designed for
teachers and prospective teachers.
Nature of Course
?
lecture/tutorial
Prerequisites (or special instructions):
?
A lower division linguistics course or
consent of the instructor.
lihat
course (courses), if any, is b.iu dropped from the calendar if this course
is
approved:
None
2.
SeduILn
flow frequently will the course be offered?
?
Twice per year.
Semester in which the course will first be offered?
Summer,
1978
Which of your present faculty would be available to
mike
the pvopc.sd
offering
possible?
?
Gloria Paulik Sampson, Associate Professor
3.
Objectives of the Course
By the end of the course students will be able to select
curricular materials for English as a second language appropriate for student characteris
?
s
such as age, first-language background, interest level, and prior exposure to English; t
implement strategies for the teaching of pronunciation, syntax and dictionary use; and
to adapt commercial programs to the specific needs of learners.
4.
Budgetary and Space Requirement s
(for information only)
What additional
resources will
be required in the following areas:
Faculty ?
A faculty member was appoiinted in July,
1977
to develop and teach this course.
Staff
?
None
Library
Curriculum materials and academic books have already been ordered and approved.
Audio
Visual
None
Space ?
None
Equipment
None
SLS
/3-J4b:-
completing
('!n
this
form,
for instructions see Meaorand SCIJS 7-34a.
:.ach
course outline).
173
UNDERGRADUATE COURSE OUTLINE
Education
1167
CURRICULUM AND INSTRUCTION IN TEACHING ENGLISH AS A SECOND LANGUAGE
(Number in parentheses indicates relative emphasis on each topic.)
(40%) ?
I. Examination of programs and methods in English as a second Qanguage.
A. Methods which use a strict linguistic sequencing.
B. Methods which use a situational sequencing.
C.
Methods which use a functional sequencing.
(5%) ?
II. Adapting foreign textbooks to Canadian content.
(30%) III. Devising and using an error analysis as the basis for diagnostic teaching.
0
(5%) ?
IV. Classroom techniques for the teaching of pronunciation.
(5%)
?
V. Classroom techniques for the teaching of syntax.
(5%) ?
VI. Teaching students how and when to use a dictionary.
(10%) ?
V. Teaching reading, writing and spelling in the context of English as a
second language.
Typical Assignments:
1.
Evaluation of one set of curricular materials.
2.
Canadianjzation of one textbook unit.
3. Error analysis of school compositions written by ESL students.
4. Lesson plans.
Required Texts:
Kenneth Croft, Readings on English as a Second Language: For Teachers
and Teacher-Trainees. Cambridge, Mass.: Winthrop Publishers, Inc.,
1972.
H. G. Widdowson, Language Teaching Texts (English Studies Series 8).
London: Oxford University Press, 1971.
Marina K. Burt and Carol Kiparsky, The Gooficon: A Repair Manual for
English. Rowley, Mass.: Newbury House Publishers, 1972.
UNDERGRADUATE COURSE
-
?
BIBLIOGRAPHY
GENERAL BOOKS
Kenneth Croft, Readings on English as a Second Language: for Teachers and
Teacher-Trainees. Cambridge
H. G. Widdowson, Language Teaching Texts (English" Studies Series 8). London:
Oxford University Press, 1971.
Marina K. Burt and Carol Kiparsky, The Gooficon: A Repair Manual for English.
Rowley, Mass.: Newbury House Publishers, 1972.
Harold B. Allen and Russell N. Campbell (Eds.), Teaching English as a Second
Language. N.Y.: McGraw-Hill International Book Co., 1972.
J. A. Bright and G.P. McGregor. Teaching English as a Second Language:
Theory and Techniques for the Secondary Stage. London: Longman Group,
Ltd., 1970.
S. Pit Corder, Introducing Applied Linguistics. Harmondsworth, Middlesex,
England: Penguin Education, 1973,
pp.
256-322.
C. H. Prator and B.W. Robinett, Manual of American English Pronunciation,
third edition. N.Y.: Holt, Rinehart and Winston, 1972.
Spoisky, B., "The Language Barrier to Education" in Interdisciplinary
Approaches to Language, (CILT Reports and Papers 6),
pp.
8-17.
GRAMMARS
Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English. Don
Mills, Ontario: Longman Canada Ltd., 1975.
Randolph Quirk, Sidney Greenbaum, Geoffrey Leech and Jan Svartvik, A Grammar
of Contemporary English. London: Longman Group Ltd., 1972.
Marcella Frank, Modern English: A Practical Reference Guide. Toronto: Prentice-
Hall of Canada, Ltd., 1972.
0
DICTIONARIES
The Gage
Canadian
Dictionary
.
, Toronto: Gage Educational Publishing Ltd., 1973.
Compact Dictionary of Canadian English, Toronto: Holt, Rinehart & Winston
of Canada, 1970. (paperback)
The American Heritage Dictionary of theEng].ish Language, New York: Dell
Publishing Co., Inc., 1970. (paperback)
Webster's New Work Dictionary of the American Language. New York: World
Publishing Co., 1964. (paperback)
Michael West, New Method Dictionary, London: Longman.
Michael West, An International Reader's Dictionary, London: Longman.
A. H. Hornby, Advanced Learner's Dictionary.
CURRICULUM LIBRARY MATERIALS
Elementary School Level:
1.
English Around the World, Levels 1-VI, Gage.
2.
Core English, Levels One and Two, Ginn. (kits)
3.
Edge-English as a Second Language, D.C. Heath (Kit, A TESL readiness program.)
4.
Miami Linguistic Series, Levels 1-15, D.C. Heath
5.
English This Way, Collier-Macmillan, (A six-level series for Upper
Elementary and Junior High levels)
6.
English for Today (Books 1-6), Win. Slager, MacGraw-Hill.
7.
Michigan Oral Language Series, American Council for the Teaching of
Foreign Languages (Kindergarten to Gr. IV)
B. English Experiences, Janet Gonzalez-Mena, Institute of Modern Languages, 1975.
9. ?
Look,
Listen &
Learn, Book 1 and 2,
Canadian
Edition and British
edition,
L.G.
Alexander,
Centre Educatif et
Culturel,
Inc. and Longmans,
1972.
Secondary School Level
1.
New Concept English, Longmans, 3 levels, total of 7 texts.
2.
American English, Vols. I-IV. Marcel Didier, Montreal.
3.
Success with English by Geoffrey Broughton,
Longmans. (
Coursebooks,
Readers, Workbooks, Teacher's Guides, Crossword Books, etc., Levels 1-3)
4. Target,
Longmans,
by L.G. Alexander and J. Tadinan
5.
Oral English for French Canadians, by Gaston Saint-Pierre, Editions
Beauchemin.
6.
Access to English as a Second Language, McGraw-Hill.
7.
English This Way, Canadian Edition, Collier-Macmillan, Ltd., Toronto.
8.
Lado English Series (new edition), Centre Educatif et Culturel Inc.,
Montreal.
9.
New Routes to English, Gloria Paulik Sampson, Collier-Macmillan, 1977.
Special Emphases
1.
Collier-Macmillan Key to English Series (about 7 volumes)
2.
English Language Services, Special English: Banking, Agriculture,
Engineering, International Trade, Medicine.
3.
English Language Institute, University of Michigan (4 volumes) English
Sentence Structure, English Pattern Practice, English Pronunciation,
Vocabulary in Context.
4. Situational English, Parts
I, II,
and
III.
5.
writing by Patterns by Helen E. Leferre, Knopf.
6.
New Horizons in English, Lars Mallgran & Michael Walker, Addison-
Wesley (Vols. 1-6, Student Text, Teacher Guide & Workbook)
7.
English 900, second edition, Collier-Macmillan, 1977.
8.
Guided Writing and Free Writing: A Text in Composition for ESL, Lois
Robinson, Harper & Row, 1967.
o
Overlap with Other Courses
A related course, Linguistics 412, The Teaching of English as a
Second Language, offered by the Department of Modern Languages is
undergoing revision simultaneously with the introduction of the proposed
Education course. The proposed change is below:
Current:
?
LING 412-3 The Teaching of English as a Second Language;
Application of linguistics to the teaching of
English as a second language; evaluation of
methods, materials, and technological aids;
observation of classes and practice teaching.
Change: ?
LING 412-3 English as a Second Language
Application of linguistics to the teaching of
English as a second language.
Reason for change: At present, LING 412-3 is the only undergraduate
course available dealing with ESL. The current
calendar description is unrealistic in that not
enough time can be devoted to any of the topics
suggested.
It is proposed that EDUC
467
be created to
focus on the implementation of strategies,
thereby permitting LING 412 to develop more
fully the topic of the application of linguistics
to TESL.
I I:.:•.;'.'. ?
AN i
?
. ?
ii ?
i.'.: ;ç;.
October 20, 1977.
Dr. J. W. George Ivany,
Dean, Faculty of Education,
Simon Fraser University.
Dear Dean Ivany:
Please be advised that the Linguistics Division of the Depart-
ment of Modern Languages has recommended to the D.M.L. Plenary, and
Plenary has accepted, the proposal to change the course description
of Linguistics 412-3 as outlined on page seven (7) of Drs. Sampson
and Coihoun's report.
It is understood that the Faculty of Education proposes the
creation of a new undergraduate course, Educ. xxx, which is described
on page 6 of the Sampson-Colhoun report. The Department of Modern
Languages welcomes the creation of such a course and supports its
early availability within the Faculty of Education.
The Graduate Studies Committee of the D.M.L., at its meeting
of 18 October 1977, voted nem con to endorse those sections of the
Sampson-Colhoufl report relating to Graduate programs in English as a
second language. That motion specifically approves pages 4-5, 10-15
of the above-mentioned report.
?
.
The D.M.L. eagerly awaits the results of the Faculty of Education's
deliberations on the Sampson-Colhoun report with the hope that a joint
proposal may be forwarded to Dean Wheatley in the near future.
Sincerely yours,
CPB/bg ?
. ?
S ?
0L
..It. . Bouton, ?
.
Chairman, DML.
cc - Dr. E.R. Coihoun?
S
Dr. G Sampson ?
- -
A.- ?
.......
.
SiMON
FRASER UNIVERSITY
.
MMOIANDUM
................
M. Wideen
From
...............Gail
?
sch
Faculty of
Education.
?
.................................
......
I ......
..E#u.c.,A.t ion
?
Librarian
.
Subjed.
New Course
Propo...s
Date........ ........
7•7ll30
c ?
t y ?
o
' f
Faul
Edu c a tion
.
The Faculty of Education has submitted to the library a
New Course Proposal Form, for our assessment.
Course 467 - Curriculum and Instruction in Teaching English
as a Second Language.
This course is to be offered at the undergraduate level.
?
(See
calendar description of course.)
The bibliography for Teaching English as a second language
is extensive. The library has a fairly good collection of mono-
graphs crossing several classifications,
ie.
PE, LB, 50 PE etc.,
and some new textbook and curriculum materials have been purchased
since September, 1977. It will be necessary, however, to add
materials to the collection over the next few years. This is par-
ticularly evident in the area defined as "curriculum materials",
readers, etc.
Based on the number of book requests which have, been sub-
mitted to the library over the past 4 months, and which due to
lack of funds have not been ordered, an additional sum of $2000-
$3000 would be required over the next two years to build up the
collection.
A check of the appended bibliography showed that the library
had 1/3 of the required texts. As regards serials, it is not un-
likely that several new journal subscriptions' will be needed and
at a rate of $10-15/subscription, we are looking at approximately
$100 for new subscriptions. This amount, of course, remains on-
going and must be budgeted for yearly.
• The library can provide minimal support for the new course
at present, but more funds must be forthcoming in the new fiscal
year.
GT : vk
5. Approval
Date; ?
November_
171977
Department Chairman
-
7.oi./o
'
4-
Chairman, SCUS
1FT?-7J
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
Change of description.
COURSE PROPOSAL FORM
?
and prerequisite only
1.
Calendar Information ?
Department: Education
Abbreviation C ode:
EI1JC. Course Number:
1
423 ?
Credit Hours:
14 ?
Vector:_________
?
Title of Course: Analysis of Teaching
Calendar Description
of Course; Use of theories of learning to identify, classify,
and interpret teaching events; review of research on teacher behavior and models of
teaching; generating and evaluating methods of teaching using theory and empirical
research; observation methods.
Nature of Course
?
Undergraduate lecture/seminar
Prerequisites (or special instructions):
Education 220 or an introductory course in learning theory,
What course (courses), if any, is being dropped from the calendar if this course is
approved: Change of calendar description only to nore accurately reflect course
content and objectives.
2. Scheduling
How frequently will the course be offered?
?
?
jchange in ?
Icalendar
Semester In which the course will first be offered?
?
)descrip.
Which of your present faculty would be available to make the proposed offering and pre-
possible? ?
req. only
3.
ObjectivesoftheCourse
See Appendix A
4.
BudgetaryandSpaceRequirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
No additional faculty will be required.
Staff
?
No additional staff will be required.
Library
Audio Visual
?
none
Space
?
none
Equipment ?
none
SCUS 73-34b:-
(When completing this form, for instructions see Memorandum SCUS 73-34a.
Attach course outline).
F]
?
APPENDIX A
.
EDUCATION
423:
Analysis of Teaching
Teaching can be analyzed from a host of differing perspectives, each
one of which sheds different light on the elements and interrelation
of elements which comprise teaching. In this course, three distinct but
interlocking views of teaching will be comprehensively explored. One
viewpoint for the analysis of teaching will be to examine the behaviors
of teachers, ranging from discrete,teacher acts through behavior acts,
through behavior patterns to holistic models of teaching. The objective of this
kind of analysis is to describe the structural features of teaching. Another
perspective taken will be a psychological view of the characteristics and
intellectual processes which students use to learn from teaching. In this
kind of analysis, presumed linkages between two psychological theories,.
cognitive processing and operant learning, and teaching behavior will be
examined. Finally, the third lense through which teaching will be analyzed
focuses on the question of teacher effectiveness as it has been addressed in
empirical research. We will review this body of research literature,
noting expecially its positive findings and the major problems of doing
this Kind of research.
Requirements for this course are as follows: approximately 100
pages of reading per week, a minor and a major paper requiring the
application of knowledge and skills from the course and three in class
. ?
texts. Readings will be drawn from three required texts plus
research articles and supplemental materials on reserve in the library.
Students should be prepared to spend about 10 - 12 hours per week on out-
of-class work for this course.
General Objectives
Learning Theory
1.
Define terms and principles of cognitive processing theory and
operant theory.
2. Analyze teaching events in terms of learning theories.
3.
Predict and justify the likely effectiveness of teaching events in
reference to learning theories.
Teaching and Teacher-Student Interaction
1. Define terms for describing teacher behavior, patterns of teacher
behavior and teaching models/strategies.
2. Analyze molar teaching events into discrete teacher behaviors and
patterns of teacher behaviors.
3.
Define terms for describing student behavior in instructional
settings.
40
1+.
Analyze teacher-student interactions into discrete behaviors and
behavior patterns.
5.
Describe properties of several systems for observing teaching events.
6.
Compare and contrast the utility of observational systems forvarious
purposes of observation.
Research on Teacher Effects (ROTE)
1.
Describe major variables commonly studied in ROTE.
2.
Evaluate teaching events in terms of ROTE.
3.
Describe major issues in ROTE bearing on future research and practice.
Outline of Topics
1.
Overview of the course
2.
Observation methodology and behavior pattern mapping
3.
Introduction to research on teaching
i. Classroom climate
5.
Management and control of instruction
6.
Social systems and classroom interactions
7.
Cognitive levels of classroom interactions
8.
Recent major experiments on teacher effects
9.
Models of teaching
10.
Extensions of research on teaching
11.
Synthesizing a perspective for anlayses of teaching
Texts ?
is
Dunkin, M. J. & Biddle, B. J. The Stud
y
of Teaching
Gentile, J. R., Frazier, T. W. & Morris, M. C. Instructional Applications
of Behavior Principles
Joyce, B. R. & Weil, M. Models of Teaching
0
APPENDIX B
EDUCATION 423 Bibliographic Statement
The library is well stocked with texts, general references, and
professional journals to support this course. Current holdings
are regularly supplemented on the basis of recommendations from
members of the Faculty of Education. A brief representative
bibliography of texts and references is listed below.
Borich, G. D. (Ed.) The Appraisal of Teaching: Concepts and Processes.
Reading, Mass.: 7dTs5n-WisIe77977.
Bruner, J. S. Toward a Theory of Instruction. Cambridge, Mass.: Harvard
University Press,1%b. -
Clark, D. H. & Kadis, A. L. Humanistic Teaching. Columbus, Ohio: Charles
E. Merrill,
1971.
Dunkin, M. J. & Biddle, B. J. The Study of Teaching. Englewood Cliffs,
N.J.: Holt, Rinehart, & WTton, I97i.
Flanders, N. A. Analyzing Teacher Behavior. Reading, Mass.: Addison-
Wesley,
l9/-U
Gage, N. L. (Ed.) Handbook of Research on Teaching. Chicago, Ill.:
Rand-McNally, I63.
Gage, N. L. Teacher Effectiveness and Teacher Education. Palo Alto,
Calif.: 'acitic cooks, I'/. -
Gage, N. L. (Ed.) The Psychology of Teaching Methods. Chicago, Ill.:
University of
?
Fago Fress,1976.
Herbert, J. A System for Analyzing Lessons. New York: Teachers College
Press, T967.
Joyce, B. R. & Weil, M. Models of Teaching. Englewood Cliffs, N.J.:
Prentice-Hall, 1972.
Kounin, J. S. Discipline and Group Management in Classrooms. New York:
Holt, Rinehart, & Win
s on, ij/u.
?
-
Rosenshine, B. •Teaching Behaviors and Student Achievement. London:
National Foundation
-
for tcfucariona11(eseaTh, 1971.
Ryan, K. (Ed.) Teacher Education. Chicago, Ill.: University of Chicago
Press,
1975.
.•
I
2
Sanders, N. M. Classroom
?
estions: What Kinds? New York: Harper & Row,
1966.
Smith, F. Comprehension and Learning, New York: Holt, Rinehart, &
Winston,
1975.
Travers, R. M. W. (Ed.) Second Handbook
of
Research on Teach ing. Chicago,
Ill.: Rand-McNally,
1973.
Weigand, J. (Ed.) Developing Teacher Competencies. Englewood
Cliffs,
N.J.:
Prentice-Hall,
1971.
Wittrock, M. C. & Wiley, D. E. (Eds.) The Evaluation of Instruction: Issues
and Problems. New York: Holt, Rinehart, & Winston,
1970.
In addition to these sources, the following professional journals are
illustrative of about 25 publications which regularly feature commentary,
research, and review articles relevant to this course.
American Educational Research Journal
Journal of Educational Psychology
Journal of Educational Research
Journal 2fperimental Education
Journal of Research in ScTence Teaching
Journal
f
Teacher Education
Review oTEducational Research
0
