SiMON FRASER UNIVERSITY

?

S-73-35

MEMORANDUM

t

?

SENATE

?

From ?

ACADEMIC PLANNING COMMITTEE

Subject

?

PROGRAM FOR AN M.A. IN THE

?

Date

?

FEBRUARY 20, 1973

MOTION:

?

?

"That Senate approve, as set forth in Paper S.73-35,

the Program for a Master of Arts in the Teaching of

French."

.

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I

?

SiMON FRASER UNIVERSITY

?

S-73-35

MEMORANDUM

To

Subject

Senate ?

. ?

. ?

R.D. Bradley, Chairman,

From

................

?

. ?

..................

Academic Planning Committee

Program fo.

?

MA. in the

?

.Date .

February 22, 1973

F ?

h

Teaching of French

At its meeting held on Thursday, February 15, 1973, the

Academic Planning Committee recommended approval of the

proposed program for an M.A. in the teaching of French.

This program was approved as submitted, with the addition

of the statement contained in the attached paper, APC 73-4a, and I

am now forwarding it to Senate.

. ?

.

R.D. Bradley

Attachments

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,4'

7J.4

SiMON FRASER UNIVERSITY

?

MIMOIANDUM

I. Mugridge, Assistant Academic

Vice President

From

H.

N. Evans, Secretary

Senate Graduate Studies Coninittee -

Date

?

January

16, 1973

5LJ ?

Proposed Program for the M.A.

Teaching of French

I ?

I

4

Attached is a proposed program for an M.A. in the Teaching

of French which was approved by the Senate Graduate Studies

Committee, on January 15, 1973.

The Committee strongly recommended that a joint appointment

be made between the Faculty of Education and the Department

of Modern Languages.

/cg

End.

It

0'

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,4

1

Pc 73-k

0'

?

Proposed Program for the M.A. in the

Teaching of French

In response to the suggestions made at an earlier meeting

of the Academic Planning Committee, it is projosed that the following

addition be made to the section entitled Evaluation and Grading in the

proposed calendar entry for the Master of Arts in the Teaching of

French. Following section d), section e) will read:

Evaluation of teaching performance. Statement under

"aims" and section 3 under "core areas" imply that

the student will be expected to acquire not only

increased theoretical knowledge of language teach-

ing but also. increased practical proficiency. He

will therefore be evaluated in this aspect of his

work between the first and second sessions and

between the second and third sessions of the degree

program.

f

February 12, 1973

e

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PROPOSAL FOR AN

M.A. IN

THE TEACHING OF FRENCH

0.00

Introduction

P.

?

1

Preamble

1

The program

1

1.01

Orientation

•2

1.2

Aims

2

Core Areas ?

S

2

I ?

14

Academic requirements

3

1.0

1

Enrolment

3

1.06

Statutory powers

3

2.00

Resource requirements

4

2.01

Library

2.02

Laboratories and Audio-visual

: ?

4

2.03

Offices and classrooms

4

2.04

Student requirements

4

2.05

Faculty

S

2.06

Faculty requirements

and duration of program

5

2.07

Credit/contact

houz.s: comparison with other M.A. programs

atS.F.U.

7

3.00

Assessment of propósai.

8

4.00

Calendar

9

5.00

Evaluation

of the program

.15

6.00

Conclusion

?

.

?

.

16

7.00

Course outlines

17

8.00

Appendix

Appendices:I

?

: Statement of DML Graduate Studies Committee

46

45

Appendix

II : Statement of Faculty ofArts Graduate

Studies Committee

47

Appendix III: Statement on library resources

48

Appendix IV :

Summary outline of program and possible

faculty participation

so

Appendix

V

?

: Curricula vitae

51

Appendix VI :

Experimental classroom

Appendix VII: Letters from external assessors

Addenduin:coents on external assessments

0

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Proposal for an M.A. in the Teaching of French

40

0.

1

-0

?

Introduction

This proposal is submitted by a Graduate Program Committee

of the Department of Modern Languages empowered by the D.M.L. Graduate

StuL

l

ies

Committee to accept full academic and administrative responsi-

bili-ie g

for the program. (See Appendix I)

This proposal has the approval of the Faculty of Arts

Gr..tuate Studies Committee. (See Appendix II)

0.01

?

Preamble

The program here outlined has been under active discussion

and research in the D.M.L. since June of last year. Similar programs in

the U.S.A. and the few programs of like nature currently offered in

Canada have been carefully analyzed for their weaknesses and for those

elements which, over recent years, have tended to make such programs

increasingly unpopular amongst language teachers.

Teacher opinion has been elicited through D.M.L. meetings

with language teachers and through D.M.L. representation at the most

recent '

r

teeting of the B.C.T.F. P.S.A. (Teachers of Foreign Language).

In the Fall of '71 some 480 copies of an outline proposal and questionnaire

0

were circulated to teachers; more than 90 replies have been received

together with letters, suggestions, criticisms), all expressing enthu-

siastc support for the ideas presented. This initial outline proposal

presented the possibility of a similar program for teachers of languages

other than French. However, since some 70 of the respondents expressing

interest in the proposal are teachers of French, the proposals committee

would like to see the program mounted initially for French teachers only.

Despite the limited dissemination of the initial proposal,

interest has been expressed by School Boards in Alberta, by individuals

in Washington State, and by a number of language teachers in British

Columbia's junior colleges.

The committee believes that the program here presented

reflects the innovative spirit proudly boasted by Simon Fraser University;

the philosophy, organization, content and evaluation procedures of the

program together make it unique.

1.00 The program

The course of studies embodied in this program is envisaged

as leading to a Master of Arts in the Teaching of French. This degree

is looked upon as a Professional Degree and, as such, as a terminal degree.

• ??

iternate

TheThe

total program is a closely integrated whole without

or electives. It is designed to be taught intensively

---

2.

c

i.n

i

July.

three consecutive Summer Sessions, each starting in the first week

1.01 ?

Orientation

The program bears in mind the specific and practical

needs

id the professional objectives of language teachers seeking o improve

rc' their own teaching and qualifications as well as the standard of

'art 'ge teaching '..tthin the school system. It takes into account the

r•1' .es of the language-teaching situation as it applies to Western

C.nada (and more particularly to British Columbia). The aims of the

Hri9h Columbia curriculum, namely to produce oral, written, reading

•.-zi comprehension ability in the school student, are borne in mind, to-

get?ier with the growing tendency towards emphasis on oral ability.

I.a2 ?

Aims

In terms of the realities of the teaching situation, the

prr-iram recognizes that its prospective students are qualified and van-

even

cusiy

40

experienced

years

of teaching

teachers

in

who

classroom

themselves

situations

face the

that

reality

are likely

of

20,

to

30

vary

or

from tLe acceptable, through the discouraging, to the virtually intolerable

03pe-recorder

andfrom schools equipped with language laboratories to schools where a

is still something of a luxury). The program therefore does

-not claim to present some unique, sure-fire methodology for the teaching

01.

French; to do so would be presumptuous and would fail to recognize the

dispanitjesboth in classroom situations and in teacher competence (i.e.

from the native speaker of French to the teacher whose control of French

is poor).

The aim of the program is to provide the teacher with a sound

control and knowledge of French and its systematic structures, with wider

insights into the problems of language, language-learning and language-

teaching, and with the pedagogical tools which will enable him to make the

best of the particular classroom situation in which he has to carry on

curricula

program

his daily

will

work.

and

be

la

Somewhat

equipped

nguage-planning

to

more

exert

idealistically,

within

some

their

influence

own

the

professional

on

graduates

the questions

of

organizations.

such

of

a

1.03 ?

Core areas

The core

areas of the program will be seen to consist of

i) ?

a knowledge of French (i.e. an oral and written competence),

knowledge about French (i.e. a linguistic knowledge about French as

a language

system), and

a knowledge of and a competence in the pedagogical applications of

this accrued knowledge to the teaching of French as

.a second language.

These areas are seen to fall totally within the general compe-

tence

and fields of interest of the Department of Modern Languages and

the specific competence of the faculty members of the Department of

---

3.

darn Languages willing to participate in the program. (See below

05, Faculty)

Cl

?

Academic requirements

Each year's work is to consist of a closely int2grated

ic;ram of studies totalling from a minimum of 120 hours in .he first

ye•

?

to. a possible maximum of 180 hours in the second and third years.

Each year's work Consists of one course consisting of

Lmp)nents that reflect the core interests. Each year is assigned

total value of 10 credits.

The work of each Summer Session will be evaluated on the

basis of a formal examination covering the work of that session. To

continue in the program, students must obtain a minimum grade of Beach

year.

Each year, the individual student who is not a native speaker

L..

french will be given a grade for his own language competence (i.e.

Knowledge of French rather than knowledge about French). This grade

will rt be taken into account in arriving at the overall grade for the

session. However, the committee feels strongly that the University

•

sou'd maintain the right to withhold the degree from any student who,

at the end of the three years, demonstrates a lack of written and oral'

.competence in French, and that the degree be withheld until the student

has, on his own responsibility, remedied the deficiency.

At the end of the first and second sessions the teacher will

i.'C

assigned a project to be carried out in the course of the subsequent

school year. This will ensure that the knowledge of each session is

applied straight away in the classroom and that there. will be a

continuity

between Summer Sessions. These projects will form part of the assigned

grade for the second and third years respectively and will each be assessed

5 credits.

There is no thesis requirement.

1.05 ?

Enrolment

On the basis of current returns, it seems probable that there

will be little difficulty in

.

attracting 20 -.25' students to the first year

of the program.

1.06

?

Statutory powers

The

the total program.

Faculty of Arts would exercise statutory powers over

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4.

2.O0

?

Resource requirements

2.01 ?

Library

a) University library

Current library holdings are considered adequate, both in

'a ic texts and in journals. A number of orders are being made through

th ?

epartent of Modern Languages to cover most recent publications

rTL

i t

,

fill in minor gaps. Some duplicate orders may be required.

(See Appendix III)

b)

Department reading room

In the spirit of maintaining the close-knit unity among a

3elect number of students undertaking intensive coursework, the committee

would like to establish its own reading room in the Classroom Complex

i.e. using the already available D.M.L. reading room) and to supply such

matter as school language texts, source material and xerox copies of

relevant articles. Much of this material is already on hand and much

more can be obtained free from publishers and from governmental and

educa.iona1 agencies. However, in order to avoid a slow accumulation of

these materials which might vitiate the idea from the start, the

,

committee feels that $1,000 would be.necessary in order to assure this

very necessary background and resource material.

2.02 Laboratories and Audio-Visual

There are no requirements in laboratories or in electronic,

equipment that can not be currently met either by the Department of

Modern Languages or by Audio-Visual.

203 Office and classroom

There are no additional office requirements.

Classrooms are adequate; there will, however, be a need for

at least one experimental classroom.

2.04 ?

Student requirements

a)

?

Residence

In response to a number of requests from teachers, the

committee would

like

to see a university residence made available for

the students of this program, where thos,e who so wish could live and

---

5.

Ow

work together thereby providing the possibility of immersion in the

French language.

b) Financial aid

Since the majority of students enrolling in the program will

pibably be teachers already fully employed, there appears to be no

4r .

ent need for student financial a.-.d. However, for reasons other than

strictly economic, the committee would like the appropriat. University

.thority to consider the following:

i)

A waiver of fees in the subsequent year for one or more

outstanding students of the first and second sessions.

ii)

The possibility of a University scholarship for a candi-

date to the M.A. in the Teaching of French who took his

B.A. and/or PDP atSi6nFraser. ?

S

iii)

The possibility of federal

granting.

iv)

The possibility of the B.C.T.F. establishing a scholarship

to the program for a teacher and/or newly graduating

Education student.

2.0 ?

Faculty

The following faculty have signified their willingness to

participate in the program:

Ch. Bouton, G.L. Bursill-Hall, B. Bartlett, E. Colhoun,

H. Han'irnerly, J. Knowles, N. Lincoln, G. Merler, E.W.

Roberts, M. Saint-Jacques, J. Viswanathan, D. Wilson,

R. Glass,

I. Sawyer.

The curricula vitae of these faculty members and the state-

ment of the length of their involvement with the program is attached

as Appendix V.

2.06 Faculty requirements and duration of program

Argument

The faculty requirements are closely linked to the duration

of the program; thus, any one year of the program requires 5 faculty

members and 2 native informants. However, if new cycles are started in

the second and third years of the first cycle, eleven faculty members

and at least three native informants would be required by the third year

to sustain three programs simultaneously.

In order then, to ensure the completion of one three-year

cycle, five faculty and two native informants represent

?

minimum

requirement. At the moment, the following faculty members (Bartlett,

.

Bouton, Merler,

Roberts.andviswanathan.) have guaranteed their services

__ for the

first year

of the first cycle.

---

6.

•However, even leaving aside the problems of research semesters,

bbat1cal leave, normal semester programming, etc. - which make long-

term commitment difficult - ti' interested faculty would like clarifi-

cation

on

the following points;

1)

What is the likely future status of the Summer Semester?

2)

Can faculty be expected - and will they be allowed - to

teach in both the Summer Semester and the Summer Session?

3)

If yes, in which way do University authorities f._

,

that

participating members should be compensated?

4) Can

faculty be asked to teach in the Summer Session during

their Research Semester - if so, under what conditions?

There are many reasons why the program should be looked upon as

a continuing program rather than as a 'one-shot' effort or as a series

where a second cycle starts only on the completion of the first. Net

least among these is the probable effect upon initial enrolments of the

f oar of unavoidably missing one of the three sessions and then being

r r

:'uired to complete it three years later - or worse, of having no oppor

.

-tunity to complete it.

On the other hand, although it would certainly be. desirable to

&

start a new cycle each year, the committee recognizes the problem of

finding eleven faculty members willing to participate

in

every Summer

Sesson from the third year of the initial cycle on.

Proposal

The committee would therefore like to propose the following

scquence of cycles as the most economical in faculty requirements and

which, at the same time, largely avoids the danger of frightening off

students from the initial cycle. The sequencing assumes that each

faculty member (from 1974 onwards) is teaching at least two components

in the

Summer Session and will not be required to teach

in

the Summer

Semester as well.

It will be seen that no more than six faculty are required - a

far more realistic demand than eleven, especially if the University

will consider allowing one visiting faculty member a year. With this

in mind, the persons to whom the program has been sent for evaluation

(See below, 3.00) have been asked whether they would be interested in

participating in

the program if so invited.

Proposed sequencing

1973

Cycle 1

Cycle 2

Cycle 3

Cycle 4

etc.

1: 5 & 2* 12

Native

Informant

6 & J3 6 &

2:16 &2*1

3

16

&

21

etc.

---

7.

In order not to prejudice initial enrolment and in order for

fair evaluation of the program itself to be established, the committee

equests that two complete cycles of the program be authorized covering

the years 1973T974, 1975 and 1976. The decision to continue or

'iscontinue the program would be taken in Fall of 1975; the announce-

ment in the Fall of 1975 of any proposed abandonment of the prograr

\c.ld equally work to the least prejudice of the students enrolled.

In the event of concurrent programs being offered, Dr. Ch.

' uon will act as Program Co-ordinator.

2.0' CreditJcontact hours: comparison with other M.A. programs at S.F.U.

Based upon a minimum of six full weeks per session, the 30 credit

hours attributed to the program represent aminimum of 420 contact hours,

with this total going as high as 510 hours (the difference lying in the

extra 5 hours per week which ma

y

be required of students in Advanced

French Usage).

given

that these hours will be of highly intensive nature dealing

with

a coherent body of material and that, moreover, two

p

rojects (10

unit

?

extending

over the 20 months between sessions are required, it is

felt that the total program of 40 credit hours compares more than

adequately with the 30-hour requirement (or 390 contact hours plus

extended papers) of academic M.A. programs.

is

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7a.

"idendum: Faculty requirements

Projecting the manner in which the faculty recjuired to mount

s program over the next,four*year5 may be drawn effectivel

y

and

-:ally from the pool of individuals willing to participate (see

e 5) is made difficult by the following factors:

•.)

?

The status of a) the Summer Semester (long rumoured to he

on its way out)

b)

the Summer Session and its relation - in

terms of teachinq-load - to the Summer Semester

c)

proposed Intersession.

2) ?

The leave-patterns and nossible leaves-of-absence/sabaLticals

of participants.

1) ?

The required participation of possible Sessional faculty in

the normal Summer Semester programs in French, Spanish and

Linguistics.

4) ?

The external (i.e. non-DML) funding of the new program.

Projected requirements

These tentative projections are based on the following

r)remises:

1) ?

The Summer Semester (with its full, normal DML offerings)

is to be maintained.

7) ?

Possible participants whose research leave falls in the Summer

Semester may participate in the program and will be remunerated

by a stipend.

3) ?

Possible participants who are required to teach in the normal

DML Summer Semester program may:

a)

divide their teaching-load between the Semester (one 4/5 hour

course) and the Session (one 5-hour component)

b)

teach a normal load in the Semester and accent one 5-hour

component in the Session for a stipend.

4) ?

Possible participants may (from 1974 on) fulfill a semester's

teaching load by teaching two 5-hour components (one in each of

the 1st and 2nd or 2nd and 3rd years) of the program.

Of these alternatives 4) is preferable; it does, however, raise

difficulties in assuring the normal Summer Semester offerings.

On the basis of these premises the following tentative projections

are made for the years 1973-76 inclusive (covering two cycles of the

---

I

?

I

Q.,

?

7b.

program -

see

pages 6-7).

1973 ?

- one stipended Assistant Professor

1

7

4/75/76 - a) one Visiting Professor to teach one component in

each of the 1st and 2nd (or 2nd and 3rd) years.

b) three, stipended Assistant Professors (to be selected

from within the pool where practical, or from out-

side) to teach one component each in each of the 1st

and 2nd (or 2nd and 3rd) years.

At least two Native Informants (with M.A. qualifications) will

be required in the first year (with three in subsequent years).

It is to be further hoped that the University will attempt to

at-tract Federal Funds and/or Canada Council funds to facilitate

bringing faculty such as those represented by the program's evaluators

to the campus.

•

?

?

The Committee would hope to re-evaluate these projections in 1974

in terms of

real

rather than projected enrolments.

---

B.

W.-

00

Assessment of proposal

Edited copies of the present proposal have been submitted

to the following scholars all of whom are active within the field and

all of whom are of international repute. They have been invited to

surri' their appraisal of the program.

Canada ?

Professor William F. Mackey, Quebec

Professor Pierre Lon, Toronto

Professor Guy Rondeau, Ottawa

Professor J • -P • : Vinay, Victoria

Professor L. Laforge, Montreal

France ?

:

?

Guy Capelle, Paris

Denis Girard, Paris

B. Qumada, Paris

.Cl. L. Bourcier, Middlebury College (Graduate

France.)

, Michigan

R. L. Politzer, Stanford,

A. Vaidman, Indiana

M. Cowan, Cornell

(See appendix for replies,, and Addendum - last page of this document -

for changes made in relation to replies).

U.S.A. : Professor

School in

H. L. Lan

Professor

Professor

Professor

0

---

V

9.

*4

00

Calendar

Pgram description

The following outline specifies a program of studies leading to a

Mast: •

r of Arts in the Teaching of French. The total. program is a closely

:nt..erated whole allowing no alternate courses or electives. It is

iesiyned to be offered intensively in-three consecutive Summe

r

Sessions,

tc'c

'

starting in the first week of July.

Each year's work - varying from a minimum of 120 hours in the

first year to a possible maximum of 180 hours in the third year - is

c'igned a total value of 10 credits. At the end of the first and second

:er a project will be assigned to students for implementation and assess-

nient in the course of the school year. The report on this project will

form part of the grade of the second and third years respectively.

Orientation

The program bears in mind the specific and practical needs and the

professional objectives of language teachers seeking to improve both their

own teaching and qualifications as well as the standard of language teachinç

within the school system.It takes into account the realities of the

langua&-teaching situation as it applies to Western Canada (and more

,

particularly to British Columbia). The aims of the British Columbia

curriculum, namely to produce oral, written, reading and comprehension

ability in the school student, are

borne

in mind, together with the grow-

ing tendency towards emphasis on oral ability.

Aims

In terms of the realities of the teaching situation, the program

recognizes that its prospective students are qualified and variously

experienced teachers who themselves face the

.

reality of 20, 30 or ever. 40

years of teaching in classroom situations that are likely to vary from the

acceptable, through the discouraging, to the virtually intolerable (and

from schools equipped with language laboratories to schools where a tape-

recorder is still

something of a luxury). The program therefore does not

claim to present some unique, sure-fire methodology for the

.

teaching of

French; to do so would be presumptuous and would fail to recognize the

disparities

both in classroom situations and in teacher competence.

The aim of the program is to provide the teacher with a sound

control and knowledge of French and its systematic structures, with

wider insights into the problems of language, language-learning and

language-teaching, and with the pedagogical tools which will enable him

to make the best of the particular classroom situation in which he has

to carry on his daily work.

Core areas

,

?

The core areas of the program will be seen to consist of

a knowledge of French (i.e. an oral and written competence),

ii) ?

knowledge about French (i.e. a linguistic knowledge about French

---

&

10.

as a language system) and

I ..i)

?

a knowledge of and a competence in the pedagogical applications

of this accrued knowledge to the teaching of French as a

second language.

!

tmission requirements

The titles B.A. and B. Ed. as used below are assumed to imply

either a four or five year program. Teachers must accept the

responsibility of determining what this M.A. added to their current

academic and professional qualifications will mean in terms of

Teacher Certification.

a)

A B. A. or B. Ed. with

•

a 3.0 CCPA or a B average. The

degree should include French as a major or minor, or a

minimum of two years of French coursework.

b)

Native speakers of French (with a B.A. or B. Ed. of

appropriate level) may anply for consideration.

c)

Teachers with a B.A. or B. Ed. of appropriate level but with

no university courses in French, who have nevertheless taught

French in any Canadian educational system for a minimum of

three years, may apply for consideration.

?

U)

?

Teachers who meet all the requirements listed under a)

above except for the 3.0 CGPA or B average may apply for

consideration

competence in

if

the

they

teaching

can give

of French.

evidence of

outstanding

Course description

First year

D.M.L. 600

?

(10)

Components

and their description:

Advanced French Usage (5 - 10 hours per week)

This component will deal with the cultural context of the

French

and

French-Canadian

language.

It

contemporary

will be

based

scenes.

on an

examination

Its purpose

of

is

the

twofold:

French

---

11.

first, to investigate the relationship between language and

culture, to seek ways of presenting cultural material, to

broaden the Leachers' understanding of French and French-

Canadian culture: second, to enhance the individual's control

of French as a spoken and written language. With this latter

aim in mind, an extra five hours per week of highly-structure

conversation classes will be required of those whose competence

in French is

considered inadequate.

Language analysis (5)

A practical approach to English/French

pronunciation.

An

introduction to phonetics and the general principles of language

analysis. The aim of this component is to acquaint students with

a working knowledge of the fundamental principles of language

analysis -

primarily phonetics, linked directly to varieties of

French and English. It will also acquaint them with the

applicational value of analytical methods valid for all languages

and language pedagogy. The fact that the methods are general

in this sense will aid those teachers of French who have neither

French nor

Anglo-Saxon backgrounds and, also, those whose pupils

are of a

non-French/non-English linguistic background, as is often

the

case in

British Columbia.

' ?

The structure of French I (5)

A general comparison of certain facets of the grammars of

spoken and written French, together with

'

a study of their peda-

gogical implications for teaching a curriculum whose objectives

include competence in speaking, reading and writing.

Seminar in applications to second language acquistion and teaching I

This

component

aims at applying the knowledge acquired within

the program to teaching. It will place special emphasis on the

language-learner

and on such topics as the differences between nati:L

and second language acquisition, the process of second language

acquisition, its psychological basis and the characteristics of

language acquistion at different levels.

Second Year

DML 601 (10)

Components and their description:

Advanced French Usage (5 - 10)

as in

first year

Contrastive study of French and English (5)

A Study and specification of the difficulties that face the

English-speaking

teacher and pupil in approaching Frenchasa

---

12.

• target language. The structural contrasts will cover phonological,

morphological, syntactical and semantic organization.

The structure of French II (5)

A detailed examination of a structural description of

French grammar which can itself be used for the articulation

of pedagogic grammars and presentations aimed at teach.ng

oral,

written and reading competence in the school classroom.

3eminar in applications to second language acquisition and

t

e aching 11 (5)

As in the first year, but with emphasis on the pedagogical

implications as they affect the teacher and his teaching.

Technological aids in language teaching (5)

Principles and practice of the use of the language laboratory,

radio, television, visual aids and programmed learning in second

language teaching.

T':i.rd "ear

DML 602 (1)

Components and their description:

Advanced French Usage (5 - 10)

As in the preceding years, but in content aiming at a

synthesis of cultural knowledge as this, relates to France and

French-Canada. This component maintains the second of its

initial objectives, namely to ensure the student's control of

spoken and written French.

French as the language of instruction (5)

Programming the use of French as the language of instruction

in the classroom.

The Structure of French III (5)

A practical and analytical approach to the study of variants

in the grammar and vocabulary of French as characteristic of specific

types of usage and as an introduction to the notions of dialects and

styles. This component aims at giving the student a knowledge of

the basic stylistic possibilites of French and at providing him with

a sufficient basis for organizing the progression through French

structures and vocabulary in his teaching of French as a second

language.

---

13.

Experimental language teaching (5)

Language teaching in specific classroom situations, the

preparation of teaching materials, methods of presentation,

individualized instruction, group teaching. Program planning

and the use of an experimental classroom.

Language testing, grading and evaluation (5)

Principles and practice of the construction and administra-

tion of second language tests, and of grading and evaluation.

C S

Project I (5) to be carried out between the first and second sessions.

These projects - set up individually - will deal with the stud

y

and

documentation of the, problems related to the behaviour of the

by

language

December

learner.

15 and

An

the-definitive

outline of the

project

project

must

must

be

be

submitted

submitted

by the

following June 1.

Project II (5)to be carried out between the second and third sessions

These projects will be directed at the practical problems encounterec

in the preparation of classroom material and evaluation procedures.

The same regulations apply as for Project 1.

Evaluation and grading

a)

By formal examination covering the work of the session.

b)

By faculty evaluation of the individual student. Each studen

will receive from the committee a written statement about his progress

with

suggestions for remedying weaknesses apparent from his achievement in the

session.

c)

The work of each session will receive one letter grade. To con-

tinue in the program, a student will be required to attain a minimum of B

in each of the first two years. To graduate, the student will be required

to attain a minimum of B in each of the three years; a student attaining

less than B in the third year may be required to re-enrol in the third year

in order to graduate. A student attaining less than B in the first or

second years will be required to withdraw from the program.

d)

Each year the individual student who is not a native speaker of

French will be given a grade for his own language competence (i.e. knowled

of French rather than knowledge about French, its grammatical systems and

structures, etc.). This grade will not be taken into account in arriving

at the ovea1l grade for each session. However, the Faculty of Arts

Graduate Studies Committee maintains the right to recommend the witholding

of the degree from any student who, at the end of the three years and

•i.rresPective of his grades within the total program, demonstrates an

---

14.

unsatisfactory level of written and oral fluency in French, until

such time that the student has, on his own responsibility, but

under advisement from the faculty, remedied the deficiency.

ransfer Credit and Advanced Placement

The prospective student will appreciate that the course

r uirements represent a Closely-integrated program of studies

presented intensively. The aim of the program is a body of know-

ledge and of methods - not a number of credits.

Given the difficulty of equating courses taken perhaps a

number of years ago at varying universitie.s with any component

of the present program, no transfer credit and no advanced place-

ment will be allowed.

However, the student who feels that he is already competent

within the field covered by a specific component because of course

work taken elsewhere, is at liberty to not attend the hours devoted

to that component, on the clear understanding that he will never-

theless be subject to examination in that area at the end of the

session.

In short, the prospective

credit elsewhere, may be content

position of strength.

The M.A. degree awarded upon the successful completion of

such

this

it

program

is also

is

a

regarded

terminal

as

degree,

a professionally-oriented

inasmuch as the holder

degre

e.

is not

As

automatically permitted to enrol in any of Simon Fraser University's

current doctoral programs.

student who has already attained

to know that he starts from a

End of calendar entry

---

15.

Ll

5.00 Evaluation of the Program - External and internal

External evaluation - Argument

The success of the program as a whole can he judg

.

,_-i only

in terms of the changes that it effects uoon the teachi.q

habits

of the candidates to the degree. In common with the

'aculty of Education in its pedagogic programs, this Committee

recognizes the importance of a well-organizednd sustained

program of visitation during the two school-years covered by

the program. Despite the difficulties presented by the

probability that students enrolling in the program will eventu-

ally be from outside British Columbia., the Committee would

like to see such a program of visits built in as an integral part

of the program.

Members of the Department of Modern Languages faculty

participating in the program will undertake such visits

•:herc

practical. However, given the difficulty of DML members fully

committed to their 'normal' semester duties to travel extensive-

ly to cover a student-body widely distributed geographically,

• ?

we would be pleased to avail ourselves of the Facult

y

of

of

Education's

their own

entrée

students.

to the school s

y

stem in terms of the evaluation

Proposal

Each year, the Faculty of Education (in consultation with

the DML) will employ at least one French teacher (with an M.A.

Commencing

in

or

the

M. Ed.)

M.A.

as

immediately

p

rogram

a Faculty

(in

in

a

Associate

role

July,

to

the

he

for

Associate

determined

a period

will

in

of

consultation

participate

five

semesters.

with the Associate). His participation in the first and second

years of the program will place him in a position to evaluate the

practical effects of the program in the first and second school--

-

years as part of his supervision duties in the Faculty of

Education.

I

6.00

Conclusion

Teachers take graduate

degrees for a variety of reasons;

NN

---

S

0

16.

amongst these is the often overlooked fact that a return to

university provides them with an intellectually-stimulating

and revitalizing respite from the routine and frustrations of

daily teaching.

The intensive nature of the program can be one of its

major virtues; the common interests of the students, their

common and necessarily high motivation, the physcialL centraIize

work-area (i.e.

classrooms, labs, and reading-room), the

possibility of a university residence providing the opportunity

for their own French-speaking and French-oriented 'community',

all contribute to the possible development of an esprit de cors

which could be of great significance. These teachers cold

indeed regard themselves as a 'community of scholars'.

The members of this Proposals Committee are well aware of

the fact that, in such a program, Simon Fraser University will

itself be on

trial; the frequently jaundiced attitude of the

professional

schoolteacher to the (for him) soi-disant university

expert requires

that our own pedagogy be bey3' reproach.

Respectfully submitted,

B. E. Bartlett (Chairman)

Ch. Bouton

H. Hammerly

G. Merler

E. W. Roberts

I

---

[1

0

?

7.00

?

Course Outlines

17.

---

18.

First Year - D.M.L. 600(10 credits)

Component Title: Advanced French Usage

Hairs per week : 5

..ieral Description:

study of the cultural context of the French langua

g

e. An

examination of the French and the French-Canadian contemporary

scenes.

b)

?

A structured development of the individual's control of

French as a written and a spoken language.

Purpose of the component within the program:

To investigate the relationship between language and culire,

to seek

.

ways of presenting cultural material, to broaden the

teachers' understanding of the French and the French-Canadian

culture.

.

b) ?

To

a written

enhance

language.

the individual's control of French as a spoken and

Detailed Breakdown:

a) ?

1

hour per week

for cultural presentation. Topics:

i) perspectives

on social life in Canada and in France

(population, work, leisure, country, city living)

ii)

perspectives on cultural life in Canada and in France

(the arts and the literature)

iii)

perspectives on political life in Canada and in France

(nationalism, regionalism)

4 hours per week for discussions and elaboration based upon

topic of the week lecture. Topics:

i)

(social life) Individual conscience and group conscience;

class conscience (forms of politeness); family life; urban

and country living, isolationism.

ii)

(cultural life) Visual image as a precursor to the written

word; music as an expression of nationalism; psychology of

perception; representation of reality and stylization.

iii)

(political life) Regionalism and universalism; possibility

of dual existence; perception of time present and past;

fiction and reality.

b)

?

?

S hours per week of highly structured conversation and

composition.

---

19.

.

?

Suggested Bibliography:

Spec i f I c

Montherlant,

Stendhal,

Guevremont,

Roy,

auriac,

Sarraute,

Carrier,

Blais,

Carduner & Benamou,

Thoreval, J.

Parker & Grigaut,

..ichaud G.,

Bergeron L.

Pelletier, G.,

Vallieres, P.,

Les célibataires

Le rouge et le noir

Le surVnant

La petite poule d'eau

Le noeud de vipères

Martereau

La guerre, yes Sir

Une saison dansla vie d'Eminanuel

Le moulin a paroles (méthode avaricée de

conversation et de composition) 1963)

Les grandes étapes de la civi1iaticn

francaise, 1968

Initiation a la culture francaise, 1963

Manuel de civilisation francaise, 1965

Manuel d'histoire du Québec, 1970

La crise d'octobre, 1971

Nègres blancs d'Amérigue, 1971

9

---

20.

I

?

First Year - D.M.L. 600 (cont.)

Component Title:

Hours per week

Language Analysis

5

General Description:

A practical approach to English/French pronunciation.

An

introduction

to phonetics and the general principles of

language analysis.

Purpose of the component within the program:

1.

?

To enable the candidates to discern and describe aspects of

their own and others' pronunciation of French and English. The

phonetic system to be used will be mainly that of the International

Phonetic Association.

To provide the candidates with a relatively clear-cut frame-

work for practising corrective phonetics for themselves and in their

. ?

own classes and, thus, be more aware of the nature of pronunciation

problems and the means of diagnosing, describing and correcting

them. The use of the laboratory will also be discussed.

Detailed Breakdown:

1.

Three hours maximum on learning the basic structures and

workings of the human speech producing apparatus. The nature

of the results of the apparatus in operation. The fundamental

principles of speech segmentation and synthesis.

2.

Introduction

of the International Phonetic Association's

Consonant and Vowel chart and the specification of those for

English and French varieties. Description of consonants,,

vowels, stress, intonation, rhythm etc... Contrastive

material selected from the two languages.

3.

Continuation of Part 2 and the introduction of transcription,

reading and transliteration exercises - in class and in the

laboratory. Examination of the phonetic transcriptions used

in various texts and dictionaries, See Bibliography below.

4.

Practice in the use of diagnosis of pronunciation errors,

difficulties etc. Concentration on:

a)

Consistent

specification of diagnoses

•b)

Construction

etc. of diagnostic charts.

Continuation

of transliteration in both languages.

---

21.

Suggested bibliography:

General:

The Principles of the International Phonetic

Association.

R. M-S Heffner, General Phonetics,

?

1952,

Madison, Wisc.

D. Abercrombie, Elements of General Phonetics,

1967,

Chicag6Aldine

Press.

Specific:

P. and M. Leon, Introduction a la phonètique

corrective.

L. Armstrong, The Phonetics of French,

?

1932,

London, Bell's Class Handouts

A. C. Gimson, An Introduction to the pronunciatic

of English, 1962, E. Arnold, London.

Dictionaries:

A Dictionary of Canadian English

English pronouncing dictionary by D. Jones

The Concise Oxford French dictionary

A pronouncing dictionary of American English

(Kenyon and Stott)

0•

1

0

;;;;

---

22.

First Year - D.M.L. 600 (cont.)

Component Title:

?

The Structure of French I

Hours per week:

?

5

eneral Description:

A general comparison of certain facets of the grammars

of spoken and written French.

Purpose of the component within the program:

To establish the need for different pedagogic grammars

as the basis of pedagogic techniques designed to produce.oral,

writing and reading competence.

:.etailed Breakdown:

•

?

1. ?

Types of grammar and their purpose.

2.

The relationship between oral and written grammars.

3.

The

relationships between

content

and expression.

4.

Expression

as speech and as writing.

5.

Redundancy and economy; Language as a variety of codes.

6. The

structure of various French systems and sub-systems

from

both an oral and written viewpoint:

Noun group,

Verb group,

Adjective system,

Sentence structure,

Emphatics, etc.

El

S

---

23.

.

Suggested Bibliography:

References:

Chevalier, J.C. and Arrive, M.

Grevisse, M.

Fouché, P.

ioziaux J. et al,

Fries,

C.0

La Grammaire Larousse, Paris.

Le Bon Usage, Paris

Traité de prononciatic

francaise, Paris, 19

Précis méthodigue de

grarnrnaire francaise, Montreal,

1966.

Linguistics and reading,

New York, 1962

---

.

.

9

2.1

First Year'— 1D.'M.r. 600 (cdnt.)

Component. Title: Seminar in Applications to Second Language

Acquisition and Teaching I

Hours per week : 5

General Description:

Applications of knowledge acquired in current courses to.

teaching, with special emphasis on the language learner and on

such topics as the differences between native and second language

acquisition, the process of second language acquisition, its

psychological basis, and the characteristics of language acquisi

-

tion at different levels.

Purpose of the component within the program:

To improve the teacher's understanding of the learner's

behavior in

second

,

language acquisition with a view to developing

the appropriate

pedagogical approaches.

Detailed Breakdown:

1. Language

learning as opposed to other forms of learning.

2.

Second language learning as opposed to native language learr.:-:.

3.

Some facts about the neuro-physiology of language acquisition

and use and about the mechanism of linguistic interference.

4.

The process of second language acquisition at the beginning

level.

5.

The process of second language acquisition at the interme-

diate and advanced levels.

Suggested Bibliography:

Required Texts:

Lado, Robert ?

Language Teaching - A Scientific Approach.

Rivers, Wilga

?

The Psychologist and the Foreign Language

Teacher.

---

25.

References:

1.

Angelergues, R. and Hcaen, I!., La pathologie du 1angagk.

(Paris: Larousse)

2.

Bar-Adon, A. & W. Leopold (Eds.), Child Language - A Book

of Readings. (Prentice-nail)

3.

Bouton,

Charles P. Les mcanisrnes d'acguisition cu

francais langue étrangere chez ladu1te. (Paris: Klinck-

sieck)

4.

Chauchard, Paul, Le cerveau et le langage. (Presses

universitaires de France, collection Que sais-je?)

5.

DeCecco, John P. (Ed.) The Psychology of

Language,

Thought

and Instruction. (New York: Holt, Rinehart, Winston, 1967)

6.

Penfield, W. & L. Roberts, Speech 'and Brain Mechanisms.

(Princeton, 1959)

?

-

-0

---

First Year - D.M.L. 600 (cont.)

.

Project I (Dealing with theoretical aspect of second-language

learning and teaching)

(5)

Between the first and second summer sessions the student-

teachers will carry out a theoretçal project. Since th first

:ession's Seminar in Applications to Language Acquisition and

• aching deals with problems of theory and particularly with those

which are related to the behaviour, of the language learner, the

student-teacher will be asked to apply this knowledge to the study

of his own pupils. Some examples of projects are the following:

a)

Psychological Approach

- The Motivation of the Second Language Learner

- The Inhibitions of the Second Language Learner

- The Ethnic Attitudes of the Second Language Learner

- Success as a Motivation of the Second Language Learner

- Reasons for Attrition in the Second Language Program,

etc.

b)

Linguistic Approach

.

?

- Problems of Interference in Pronunciation

- Problems of Interference in Grammar

- Problems of Interference in Vocabulary

- Interference

i)

Between the Mother Tongue and the Second Language,

and

ii)

Within the Second Language

- Processes of Acquisition of the System of the Second

Language (examples: the acquisition of the morphology

of regular verbs and its command; the command of

pronunciation and

of speaking

in

conversational situations),

etc.

These personal research projects will be conducted according

to the following guidelines:

(a)

Selection of the topic at the end of the first summer

session in

consultation

with a faculty member.

(b)

Submission of an outline of the project by December 15

of the same year.

(c)

Submission of the completed project by the first of

June, before the opening of the second session.

The same regulations will apply to, the second year project.

x

---

fl

0

27.

Second Year- D.M.L. 601 (10 credits)

Component Title: Advanced French Usage

Hours per week : 5 - 10

General Description:

a) A

study of the cultural context of the French language.

An examination of the French and the French-Canadian

contemporary scenes.

b)

A structured development of the individual's control of

French as a written and a spoken language.

Purpose of the component within the program:

a)

To

investigate the relationship between language and culture,

to seek

ways of presenting cultural material, to broaden

the teachers' understanding of the French and the French-

Canadian culture.

b)

To enhance the individual's control of French as a spoken

and a Written language.

Detailed Breakdown:

a)

?

1 hour per week f

i ?

perspectives

(economy and

ii perspectives

(theater and

perspectives

(key figures

or cultural presentation. Topics:

on social life in Canada and in France

education)

on cultural life in Canada and France

cinema)

on political life in Canada and in France

and issues)

4 hours per week for discussions and elaboration based upon

topic of the week lecture. Topics:

i ?

(social life) Is the Frenchman a penny pincher?

Education, a worthy investment?

ii ?

(cultural life) Theater and society. Cinema as a

creator of national indentity.

i

ii (political life) The men that rocked the cradle.

Peace and revolution.

b)

?

composition

5 hours per week of carefully

directed conversation and

---

28.

Suggested Bibliography:

Specific:

Loranger.,

Tremblay,

Jasmin,

lonesco,

Juras,

Theatre du Soleil,

Mother lant,

Frantschi & Bouygnes,

Ceneral:

Double jeu

Les belles soeurs

Ethel et le terroriste

Macbetñ

Hiroshima mon amour

1789 la revolution dolt s'arrêter a la

perfection du bonheur

La y ule

dontle

prince est un enfant

Les insolences du frère Untel

i2uur et contra, ianuel de conversations

graduées

S

Paul Valery,

Regards sur le

monde actuel

L.

La

Pierre,

Québec hier et

aujourd'hui, ?

1967

J.

Fast,

Body Language,

1970

E. T.

?

Hall,

The Silent Language,

1959

E.

Souriau,

.

La correspondance des arts, 1969

R.

Barthes

Système de la mode

J.

Paris,

.

?

. ?

L

t espaceet

le

regard, 1965

.

---

Second Year - D.M.L. 601 (cont.)

Component Title: Contrastive study of French and English

Hours per week: ?

5

General Description:

A specification of the types of linguistic interference

that face the English-speaking teacher. and pupil in approaching

French as .a

target language.

Purpose of the com

p onent within the Drocram:

To underscore the crucial point that differences in language

structuring at the phonological, morphological, syntactic and

semantic levels constitute the formal interferences that give rise

to the psychological difficulties faced in the learning of a

second language.

Detailed Breakdown:

Contrastive analyses of French and English in relation to:

1.

Phonology, phonetics.

2.

Stress, intonation, juncture, liaison, elusion, supraseg-

mentals.

3.

Morphology of word-classes and grammatical systems.

4.

Syntactic structures: word-group to sentence; sequence

and order.

.

Suggested Bibliography:

Vaidman, A.

Politzer, R.

Trends in Language Teaching, McGraw

Hill, 1966.

Applied Linguistics, French, Heath, 1961.

Teaching French: A Linguistic Orientation,

Walthaen, 1960.

Di Pietro,

R.J.

?

Language structures in contrast, Rowley,

1971.

---

S

30.

Lado,

R.

?

Linguistics across Culture, Ann Arbor,

1957.

Brière, E.

?

A Psycholinguistic Study of Phonological

Interference,

The Hague, 1968.

---

.

31.

Second Year -. D.M.L. 601 (cont.)

Component Title: The Structure of French II

Hours per week:

?

5

General Description:

The establishment of a basic pedagogic grammar of French

which envisages

the three-fold goal of the teaching of French,

e.g. oral,

reading and writing competence.

Purpose of the component within the program:

To manipulate the concepts of content and expression into

a basic

working grammar that may be used in the classroom for

pedagogic

presentations relating to speaking, reading and writing

rench.

Detailed Breakdown:

1. Review of

'meaning' - semantics as opposed to grammatical

information;

morphemes and grammatical markers; features.

2.

Noun systems,

Verb Systems, Tense.

3.

Relational

systems: prepositions and prepositional groups.

4.

Pronoun

systems.

5.

Affirmation, Negation,

Interrogatives, Emphasis.

6.

Homonymy, homophony, synonymy, etc.

Suggested Bibliography:

References:

?

as for

first year.

Richer,

E.,

?

Français

parl, français

6crit,

Paris, 1964

,L-1

---

Second Year - D.M.L. 601 (cont.)

S

?

Component Title: Seminar in

?

lications to Second La uaqe

?

Acquisitio

?

Teachinq II

Hours per week : 5

General

Description

Continuation of the first year Seminar in Applications to

Language Acquisition and Teaching with special emphasis on the

teacher; that is,

the pedagogical consequences of the first year

seminar.

Detailed

Breakdown:

1.

Pedagogical applications of the psychology of learning to

the teaching of a second language: motivation, activity,

and cognition.

2. Survey

of main second language methodologies and their

evaluation.

• ?

3.

?

Pedagogical approaches in regard to the neurophysiological

basis

of language learning:

a)

priority of hearing and speaking,

b)

perception of reality and linguistic structures, and

c)

habit formation and speech automatism.

4. The

teaching of pronunciation, grammar, and vocabulary to

beginners.

5. Specific

problems of teaching at the intermediate and

advanced levels.

Suggested Bibliography:

Required Texts:

Teaching French - An Introduction to Applied

Linguistics (New York: Blaisdell, 1965).

Trends in Language Teaching (New York: McGraw-

Hill

1966)

Politzér, Robert

Valdman, Albert (ed.)

a

---

References:

?

S

i. ?

Brooks, Nelson, Language and Language Learning (Second

Edition) (New

York: Ilarcourt, Brace and Worl, 1964).

?

2. ?

Mackey, William,

Language Teaching Analysis (London:

Longmans, 1965).

0

---

.

Second Year - D.M.L. 601 (cont.)

Component Title: Technological Aids in Language Teaching

Hours per week : 5

General Description:

Principles and practice of the use of the language labora-

tory, radio, television, visual aids and programmed learning in

second language teaching.

Purpose of the component within the program:

To acquaint theteachers with modern technical devices

and their use.

Detailed Breakdown:

1. ?

The use of common technological aids in the classroom:

a)

The tape-recorder,

b)

Blackboard and felt board, and

c)

Slide and filmstrip projectors.

2. ?

The language laboratory:

a) Different types of facilities and their

use.

3.

?

The language laboratory:

b) Specific training in the use of a language laboratory, and

c)

Monitoring.

4. ?

Optional and integrated use of audio-visual aids: slides,

filmstrips, movies, radio, and television.

5. ?

Practice in the preparation of audio-visual aids.

6. ?

Programmed learning.

Suggested Bibliography:

Required Text:

Stack, Edward M. The Language Laboratory and Modern Language

Teaching (Revised Edition) (New York: Oxford

University Press, 1966).

---

i.

References:

Barrutia, Richard, Language Learning and MachineTeachin

(Philiadeiphia: Center for Curriculum Development, 1969

2.

Hocking,

Elton, Language Laboratory and Language Learning.

(Washington, D.C.: Department of Audiovisual Instruction

of the National Education Association of the United States,

1964)

3. Leon,

Pierre, Laboratoire de langues et correction

ohonéticue -

Essai

méthodologique. (Paris: Didier, 1962)

4. Rondeau, Guy,

Linguistique appliqué A l'enseignement des

langues. (Montreal. Centre Educatif et Culturel, 1965).

S

/

---

0

is

36.

Second Year

?

D.M.L. 601 (cont.)

Project II (Practice and application) (5)

The project will be closely related to the teaching of the

second summer session and may be used in the third summer session.

Generally

speaking, the main goal of this project will be to help

the

ledge

teacher

he

has

to

previously

improve his

acquireof

teaching

the

according

pupil's

to

behaviour.

the b tter

Some

knew-

examples

of projects are the following:

(a)

Preparation of Teaching Aids

- Feltboard pictures

-

Slides

and filmstrips

- Tapes, etc.

(b)

Preparation of Linguistic Materials

- Presentation of specific phonological, grammatical.

and lexical, points

-

Programming of exercises in relation to specific

difficulties

- Planning of a linguistic progression, etc.

(ô) Evaluation Materials

- Measuring achievement after given periods of time

- Control of acquisition

- Evaluation of the four language skills, etc.

The teacher will be expected to experiment in his own class-

room with the materials

he is preparing, and a faculty member may

vi.sit him at this time.. In any case, the evaluation of these

materials will take place during the third summer session.

x

---

.

j/.

Third Year - D.M.L. 602(10 credits)

Title of component: Advanced French Usage

Hours per week

?

: 5 - 10

MIM

enera1 Description:

a)

A study of the cultural context of the French language.

An examination of the French and the French-Canadian scene.

b)

A structured developement of the individual's control of

French as a written and a spoken language.

Purpose of the component within the proqram:

a)

To formulate a synthesis of cultural knowledge as it

relates to France and to Québec.

b)

To assure a good command of French as a spoken and a

written language.

Detailed Breakdown:

a)

?

3 hours per week for cultural presentation. Topics of a

comprehensive nature to be determined by students and

teacher. Students will be able to apply previously acquired

knowledge to specific classroom situations.

2 hours per week for discussion and evaluation of presentation.

b) ?

5 hours per week of carefully guided oral and written practice.

Suggested

Bibliography:

specific:

Examination

of textbooks and teaching aids. Titles to be

found in American Council on the Teaching of Foreign Languages

publications,

ACTFL

Annals

R. J. Nelson

?

Reading Expository French, 1965

---

JO.

Katz &

Hall, ?

Explicating French texts, 1970

Youngren, ?

Semantics, Linguistics and Criticism, 1972

Butor,

?

Les mots dans la peinture, 1969

Sanders, Rice, Cantilion, Synthesis, 1972 responses to literature

Carlut

&

Brée,

?

France de nos jours, 1957

Beaujour

& Ehrinann, ?

La Fraace contemporaine, 1965

0

---

39.

Third Year - D.M.L. 602 (cont.)

4

?

component Title: French as the Language of Instruction

Hours per week : 5

General Description:

Programming the use of French as the language of instruc-

tion in the classroom.

Purpose of the component within the program:

To help the teacher organize a. linguistic progression of

the French grammatical and lexical units and define this pro-

gression on the basis of a contrastive analysis of the two

languages.

Detailed

Breakdown:

1. ?

What the mother tongue represents in the linguistic behaviour

of the student:

a)

a body of linguistic patterns,

b)

a body of speech habits. Relationship between perception,

conceptualization,

and linguistic patterns. Mechanisms of

speech

production.

2. ?

The language to be taught:

a)

as a body of linguistic patterns and

b)

as a body of speech habits. A study of some examples of

differences between the two languages as they relate to (1)

perception and (2) conceptualization.

3. ?

Pedagogical consequences:

a)

contrastivity as a search for differences between the two

languages and,

b)

contrastivity as

a search for' similarities between the two

languages. Advantages and disadvantages of these two approaches.

Practical examples.

4. ?

A

study of programming French for English-speaking students

at the first level of acquisition (on the basis of the first

three weeks ofthis course). From similarities to differences.

---

40.

5.

An exhaustive presentation of the.pedagogica]. approach

to French grammatical and lexical units at the first

• level.

6.

The problems of the linguistic progression at the second

level: decreasing importance of the linguistic patterns

of the mother tongue and increasing importance of the

discrepancies between systematic and stylistic treatments

of the second language. Conclusions.

Suggested Bibliography:

References:

Vinay

(J.P.)and

?

Stylistiguecompare du francais et de

Darbei.net

CR.)

?

i'anglais - Montreal Didier..

0

---

S

41.

Third Year - D.M.L. 602 (cont.)

Component Title: The Structure of French III

Hours per week : 5

General Description:

A practical and analytical approach to the study of variants

in the grammar and vocabulary of French as characteristic of

specific types of usage and as an

introduction

to the notions of

dialects and styles.

Purpose of the

component

within the program:

To give students a knowledge of the basic stylistic

possibilities of French and to give them a sufficient basis for

organizing a progression through French structures. The compo-

nent also aims at helping the student to acquire a sufficient

understanding of the varieties of French with regard to geOgra

-

phical, social, cultural and psychological parameters.

Detailed Breakdown:

1.

Language and discourse; discourse,

communication

and

expression.

2.

The notion of personal, geographic and stylistic variants,

variations.

as opposed to non-linguistic,

non-functional

paralinguistic

3.

Practical studies of samples of discourse.

4. A

systematization of the stylistic effects of grammatical

variants.

5.

A systematization of the stylistic variants in vocabulary.

6.

Applications to the teaching of French.

Suggested Bibliography:

Bouton, Ch.P.

?

"Esquisse d'une systématique des traitements

stylistiques de la phrase francaise," in

Mélanges P. Fouché, Klincksieck.

---

S

Bally, Cli.

?

Traité de stylistigue francais, Klincksi.eck

Sauvageot, A.

?

Les procédés expressifs du francais

contemporain, Klincksieck.

Le Hir, Y.

?

Analyses stylistigues, Armand Cohn.

Darbelnet

Vinay, J.-

?

p

. et ?

St

l'anglais,

ylist*

Didier.

?

compareé du francais et de

References:

Foucault, M.

?

Les mots et les chases, Gahlirnard.

Mator, G.

?

L'espace huinain, de La Colombe.

0

.-0

---

43.

. ?

Third Year - D.M.L. 602 (cont.)

Component Title: Experimental Language Teaching

Hours per week : 5

General Description:

Specific classroom situations, the preparation of teaching

materials, methods of presentation and individualized instruct-lc.

Use

of

an

experimental classroom. Program planning.

Purpose of the component within the program:

To allow the teacher to improve his teaching materials and

their presentation.

Detailed Breakdown:

I. ?

Presentation of teaching materials.

. ?

2. ?

Preparation of teaching materials, practice teaching and

discussion.

Suggested Bibliography:

None.

.4

---

.4

?

44.

Third Year - D.M.L. 602 (cont.,)

0

?

Component Title: Language Testing, Grading and Evaluation

Hours per week : 5

General Description:

Principles and practice of the construction and admini-

stration of second-language tests, and of grading and evaluation.

Purpose of the component within the program:

To enable the teacher to use prepared tests and to prepare

his own.

-0

Detailed Breakdown:

1. General

principles of testing and of second-language testing

in particular.

2.

Evaluation of different types of tests at different levels.

3.

The practical preparation of tests. Test item analysis.

Grading.

4.

Practical applications.

Suggested Bibliography:

Valette, Rebecca

Modern Language Testing - A Handbook

(New York: Harcourt, Brace and World, 1967).

Language Testing, (London: Longmans, 1961).

References:

Lado,

Robert

*. -0

---

.

14D

?

8.00 ?

Appendices

45.

4

---

-0

46.

Appendix I

This

consisting

is to confirm

of the members

that the

making

Graduate

this

Program

submission

Committee

has

been established by the Graduate Studies Committee of

the Department of Modern Languages, and is authorized

to accept full academic and administrative responsibility

for the proposed program.

/

L

.

6 "

,-

1

'#b!4&

Chairman,

D.M.L. Graduate Studies

Committee

---

48.

APPENDIX III

?

.

?

LIBRARY RESOURCES

Following is a breakdown of the study areas covered by the program,

together with the Proposals Committee's assessment of library resources

in relation to each. Some new orders are currently being placed through

the Department of Modern Languages; if the program is acceptod, a graduate

student

in relation

will

to

be

a

employed

general bibliography

in the Fall Semester

and in relation

to examine

to the

holdings

biblibgraphica:

in detail

requirements as specified in course outlines.

?

1.

?

French/French-Canadian literature and culture

Current holdings are more than adequate.

?

2.

?

French language

?

a)

?

Source material for the students' competence in French, i.e. refer-

?

ence works, bibliographies, dictionaries, grammar references,

manuals on

s

tylistics and usage, vocabulary and lexicological studies,

manuals on composition, etc.

Current holdings are more

than

adequate.

Source material for students' knowledge about French, i.e., phonology,

phonetics, morphology, syntax, structural

descriptions,

contrastive

studies with English, semantics, basic vocabulary studies, etc.

Current

required.

holdings are more than adequate, but some duplicates may

?

3. ?

General and applied linguistics

Current holdings are adequate. Several new journals in the field of

applied linguistics may be required.

?

4. ?

Educational psychology

a)

General. The current 500 plus holdings are more than adequate.

b)

Language-learning. Recent publications appear to be adequate. Very

recent texts are now. on order; some not so recent but still important

texts will be required. Some duplication may be required. Journal

holdings are adequate.

5. ?

Language teaching/methodology

.

General holdings are adequate. Some duplication may be required as

well as some recent works. Several journals (e.g. Le francais dans

le monde. Passe-partout, Tendances) will be requir.

---

* ?

4

REPORT ON SIMON FRASER UNIVERSITY LIBRARY

CAPABILITY TO SUPPORT A PROGRAM IN

FRENCH LANGUAGE AND

LINGUISTICS AND

METHODOLOGY

OF TEACHING

Submitted by A1eksndra WatSrr7y.k('

Humanities

Librarian

4

August,

1972

---

Th" following is an analysis of library resources in the field of French

language

and linguistics in

relation to the Graduate Study Proposal's

Comittee for a new course, intensive training of teachers of French,

projected for 1973, and conducted in the later part of July, 1972.

collection was surveyed as to its monograph and serial holdings.

Thc former included examination of our resources according to the Lib-

r.-try of Congress subject headings as well as those used in standard

rif'r,nce sources. The latter was based on checking our serial hold-

ings against a number of serial

bibliographies and indexes pertinent

to

the subject of French language and

linguistics

and the methodology of

t'.iching.

P

In connection with the

survey,

several discussions took place with the

Education Librarian at SFU. Miss Tesch who takes care of the Curriculum

C11ectLon, has advised me there was an ever expanding collection of

.,lrse

lists available for teachers of all subjects taught in elementary

and high schools throughout Canada. This collection, set up to include

various

progranine

and curriculum-planning materials from the Board of

I.ducation

in each province,

contained also items related to the study

and teaching of French.

MONOCRAPH COLLECTION

The qualitative evaluation shod that we had more than adequate holdin

Thrre was a

good representation

of works by eminent scholars such as

Ferdinand de Saussure, Gustave Guillaume and Ferdinand Brunot. We

IhR

Important writings by Marcel Cohen, Antoine Meillet, Andre Martinet,

Irrttl Malmberg, Walter von Wartburg, Paul Robert,

Emile

Littre and,

---

-2-

I,

to

tf course, the works by those prominent linguists-at large

.

. Roman

1:ikt,h

q

on and Noam Chomsky.

An f4fort was made to identify and evaluate those monographs th,1L would

nil

exclusively with educational psychology and methodology

of 0. 1

u

ii

of the French language as well as those concerned with education

.!fl

training of teachers of French in Canada.

his

beCfl

found that there were very few publications in eis''n.

Ili 1 1

.;u1d cover all the desirable aspects of the field under su-:

n'n

phy;ical volume..

At the same

time, there was :i ?

fair

numb,-z- ?

of

Ahlc

bibliographies

constituting parts of larger

works on

the ?

suubpi

Leaching of modern languages like An Annotated Bibliography of Modern

Linguage Teaching: Books and Articles 1946 - 67

2

by J. 0. Robinson (Ox-

ford, 1969) and A Language-Teaching

Bib1iography,cnp.

and ed. by

The

(:i'ntre for Information on Language Teaching and The English-Teaching Tn-

formation Centre of the British Council (Cambridge, 1968); or biblio-

;'raphics appended to books such as the book by Prof. Charles Bouton,

Le'

nicanisns d'acguisition du

francais (Paris, C. Klincksieck, 1969) and

the R.

p

olitzer's Teaching French; an Introduction to Applied Linguistic-

(New

York,

Blaisdell,

1965).

Th'- assessment of the library holdings in the field included checking of

the monograph

titles against lists in standard bibliographies

r uth as

those by Winchell and Walford and in other bibliographies as specified

above. The other still

important bibliographies were the Gaston Dulon's

Bibliographie linguistigue

du Canada francais (Quebec, Les presses do 1'

IJniversit4 Laval, 1966), of which I have checked the years 1955 to 1965,

and the UBC's Guide to Reference Materials in French Language and Ut

r.i-

tur (1968).

---

-

.

3-

Add 1t

i.ou:t

I

. q

otircec examined were the bibliographies in books cur r.'nt

uii

Reserve for French 409, and the Books in Print catalog for 1971.

ub)ect headings used in the above mentioned sources included

it

ris like:

rheoretical foundations (general linguistics, phonetics.

psyh

Applied linguistics,

Ccner;ul methodology, classroom and laboratory techniques,

French

phonetics

1 teaching of French phonetics,

General works on French structure (Morphology, syntax),

French vocabulary (synonyms, cognates, frequency),

French textbooks,

Descriptions of French; grammar, phonetics,

Dictionaries

,

, French; monolingual, bilingual,

French language - conversation and phrase books,

French-English contrastive studies,

History,

Idioms,

Ltsagc',

1)

i;k

lectology,

Stylistics,

Programmed instruction,

Curricultun planning and the syllabus,

• ?

Study and teaching,

,Journals.

()u.intititive analysis of the collection under study revealed we

had ri

6Z,

of the titles cited. The following breakdown shows how the books

wrr

analyzed in four different categories:

; ource

S

bibliographies

(

. J

i nchi 1. 1

;md Wa iford

1)1W. IIRC)

ii. r bihUographies?

(is

above)

in trint:

19 71

rv' hooks

WTAL

No, of titles checked?

185

?

454?

564 ?

150

1,358

No. of titles found in th

136

288

356

95

875

---

-

?

-

hooks not held by the Library included many out of print t

rh I'UO's, 1930's, easy readers, self-taught handbooks, some popuhr

tLIprb.lcks

and those monographs

that dealt more with historical, cultu'

tI and scientific rather than the linguistic aspects of French studi

,i

collection could be (and will

be ) improved with the acquisi: i

?

:

titles on the subject of teaching methods, such as French bymot'..

riUiods in primary and secondary schools, by F. I. Calvert and App1id

.Linguistics

?

French: a Guide for Teachers, by Albert Valdrnan, hth

qu

in subject bibliographies. Six additional titles should be purch

li list in Books in Print under "French language - Study and l.ich in.

'v

p

ral ire on order already). Furthermore, some fifty-five items I

in the Reserve book bibliographies could

also be considered for hu

y

jrv. if

iv.titable (many o/p).

In view of the above deliberations, an immediate strenghtenjng of tilt'

v0110-

r,iph collection in the field would cost us in the order of 560(,

if ?

c:

t

lic

hooks were acquired and if we valued them at an average of 9 10' ' -

'ER IALS COLLECTION

lutli

qualitative and quantative analyses revealed that we had stroliL' h(

'

. lI-

iiigs

of the

French linguistic and literary journals. We also hIV( an

cillent collection of educational periodicals covering all asp*'ct

z f

Ing and learning. In addition, the Library possesses wel 1-roundd n!

up to (late holdings

in

general linguistics.

i;hcking of the "Linguistics and Philology" section of the l'rjucu's fln

NATIONAL PERIODICALS DIRECTORY showed we

had 907 of the relevant t

(s') out

ot 68), while going over all the entries given in

the ti'

?

ii 1[i. -

rNCF:

MATERIALS IN FRENCH LANGUAGE AND LITERATURE indicated

we hid °"

of

th

ones listed

(35 out of 37).

---

-5-

')Lhr sot

I

ces checked included:

I)I'(;ArJuN INDEX

IAN(

IJACE

AND EANCIJA(E BEHAVIOR

A RSIRACTS

Ia\'!(IJA(E -TEACH INC ABSTRACTS

I I;(:II1sTc BIRLTOcRAPHY

I IJILIO(RAPfly

IOTA 1:

No: of titles checked

?

SF1! Lib. l

39.

?

74

?

71

77

-

?

58

?

56

?

78

?

7h

?

431 ?

- 9$

Our

;rrjals collection should be able to support any progranI: in th

c'mbjnetj areas of French language and literary studies along with

the

flk(I1odology

of teaching and curriculum planning:

In view of the DML's requirements for the project under study,

wi

rhri'c' specific titles:

U

FRANCAIS DANS LE MONDE (which has been on order for some time now l.

PASSE-PARTOUT ( 5.00/yr.) and TENDANES ( 7:00/yr.).

In conclusion, the immediate perfecting

of our serial holdings will riei

th

e

acquisition of

the two above named publications at the total curr of

12.00.

In time, a ntenberof

other titles may be acquired. They .-eul

I) , -

mainly the publications

of various language clubs or educational cirt-1

limited

in

number and irregular in nature but, in a way, essential co

well rounded collection in a large university library.

CONC UJS ION

Summing up the findings of this survey, it must be noted that the lihrrv

resources are more than adequate to support the new programme

,

of the PM1.'.

aw

* The

bibliography.

total sean includes the figures given previously for

tllrich and th t,!;'

---

-6-

ft

(:r;Lduat(

.

Study Proposal's Committee for the teachers of French.

'llt

,

monograph collection is more than satisfactory now and it

will h

•

;tronger still by the time the books that are presently in the proc.

­

-

ing are included into the collection in 1973.

with the assistance of a graduate student who will be employed by wil. H'

H ­

['all Semester to examine holdings in relation to the proposed

pr

?

-

mi

and take care of new orders and duplications, there is no doubt thm

?

11

the details will be under firm control.

Ihu serials collection is very good and basically does not need

;miiy

ining. The missing backfiles are all on order and will be added as

hey

be caste available. Standing orders for series-published

by unive

r s 1.

t i

.mnil

other scholarly institutions

are being periodically reconfirmed and

ing

items

continually claimed.

Excellent co-operation with the Department of Modern Languages through its

library Representative, Prof. Kaneen, and other interested faculty memb('rs

'uch as Dr. Bartlett, should assure every success in our future mutual

university - library undertakings.

—0

ftw

---

APPENDIX IV

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---

.

APPENDIX V

C

?

Curricula Vitae

51.

.40

---

-0

CURRICULUM VITAE

NAME

: ?

BARTLETT, Barrie E.

DEGREES

: ?

B.A. ?

(Oxon) ?

1954

Dip. ?

Ed. ?

(Oxon) ?

1955

M.A. ?

(Oxon) ?

1958

M.A.

?

(U.B.C.) ?

1965

M.A. ?

(Yale) ?

1967

Ph.D. ?

(Simon Fraser University) 1970

POSITIONS HELD

: ?

Language teacher:

1956/57:

?

France

1957158: ?

U.K.

198759:

?

Vice-principal, Ogena High School,

Sask., Canada

1959/63: ?

Richmond Senior Secondary,

?

B.C.

EXPERIENCE

: ?

Teaching of French. within various educational

systems and at all levels from primary to

university; experimentation in methodology

?

(B.C.

1962-63.

?

Formal study of the pedagogy of

second-language teaching

?

(Indiana University),

summer ?

'64); use of language labs

?

(University

of Saskatchewn), ?

summer ?

'67.

PUBLICATIONS

: ?

Review:

?

Eighteenth-century philosophies

of language ?

(Juliard) MU, Fall 1971

Forthcoming:

?

Introduction to facsimile edition

of Beauzée's Grammaire Générale ?

(Munich,

Fall 1972)

ACADEMIC INTERESTS:

COMMITMENT TO

PROGRAM

History of Linguistics

French syntax and semantics

Language pedagogy

Summer 1973; other years as needed and as

permitted.

4

---

CURRICULUM VITAE

NAME

?

: ?

BOUTON, Charles, Pierre

RANK ?

:

?

Professor of French and Linguistics, Department

Modern Languages, Simon Fraser University.

DEGREES ?

Licencié ès Lettres, Sorbonne, 1947

DiplOmé d'Etudes supérieures, Sorbonrie 1948

Docteur ès Lettres d'Etat, Sorbonne 1969

POSITIONS HELD ?

:

?

1958467: Directeür adjoint de l'Etat pratique

de l'Alliance Francais a Paris

1967/71: Professor of French, Converse College,

Spartanburg, S. C.

EXPERIENCE ?

: ?

Each Summer: Dijon University - Cours inter-

nationaux - Seminar on linguistics and psycho-

linguistics applied to foreign language

teaching - This seminar is open to teachers and

professors of French as a foreign language, only.

U.N.E.S.C.O. Consultant (July 1971) on the role

of Linguistics and Sociolinguistics in Language

Education and Policy.

PUBLICATIONS ?

: ?

Last publications related to the field (Learninç

and teaching a foreign language)

"Modern Nyelvoktatas": Theoretical Principles

in language teaching. Budapest, 1966.

"I.Y.S. News": The acquistion of French as a

foreign language,Turku (Finland). Januar

y

, 19E.

"Le Francais dans le Monde" (Hachette, Paris):

An experiment in teaching French as a scientific

language (Number 61) December 1968.

Regardons, écoutons, parlons - Co - author:

Léonce Clement - French method for young English-

speaking Beginners - Hulton - London 1968-1969.

Les mécanismes d'acquisition du francais, lar.gue

étrangère, chez l'adulte. Klincksieck, Paris,

1969.

?

(627 pages)

Esquisse d'une systématique des traitements

stylistiques de la phrase francaise - In:

Mélanges P. Fouché, Klincksieck, Paris 1970.

As

---

-2-

PUBLICATIONS (cont'd)

0

ACADEMIC INTERESTS

"Dimension: Language 70" Proceedings of

the sixth Southern conference on language

teaching, February 1970. La situation actue...

du francais dans le monde.

Language acquistion and psycho-Linguistics

Second-language acquistion and teaching

Semantics and syntax

History of linguistics

COMMITMENT TO

?

Summer 1973

PROGRAM

.

9

---

CURR1LULUM VITAE

-0

NAME: ?

BURSILL-HALL, Geoffrey L.

lANK: ?

Professor of Linguistics

DEGREES:

?

M.A. (Cantab)

Ph.D. (London)

POSITIONS: ?

Associate Professor of French, University of

British Columbia

Charter head, Department Modern Languages,

Simon Fraser University

EXPERIENCE: ?

Taught French and Linguistics, Univsity of

British Columbia - 15 years

Founded Department of Modern Languages, Simon

Fraser University 1964.

Taught French and Linguistics, Simon Fraser

University - 1965+

ACADEMIC INTERESTS: General Linguistics_

Historyof Linguistics

PUBLICATIONS:

List A

1954

"Animate Gender in Slavonic and Romance Languages.'

Lingua 4,

?

194-206

?

(co-author J.O.

?

St. Clair-Sobell)

1955

"Hellenism in Eighteenth Century Germany". ?

The

Classical Journal 511, ?

35-41.

1956

"Frequency of

Consonant

Clusters in French".

?

Jourr

of the Canadian Linguistic Association 2,

?

66-77.

1957

"Intervocalic

Consonantal

Clusters in French".

Proceedings of the Pacific Northwest Conference of

Foreign Language Teachers, 41-2.

1959

"French Quadri-Phonematic Clusters".

?

Journal of t

Canadian Linguistic Association 5, ?

35-45.

1959

The Doctrine of Partes Orationis in the Speculative

Grammars of the Modistae. ?

(Ph.D. thesis, University

of London).

1960

"The linguistic theories of J.R. Firth".

?

Thought

237-250.

1960-61

"Levels analysis: ?

J.R. Firth's theories of

linguistic analysis".

?

Journal of the

Canadian

Linguistic Association 6, 124-135;

?

164-191.

1961

"Obituary: ?

J. R. Firth".

?

Journal of the Canadian

Linguistic Association 6, 1O

---

1962

"Anglo-Canaiin Publications". ?

International

Journal of American Linguistics 28,

?

256-261.

1962

"Theories of Syntactic Analysis: ?

Bibliography".

Studies in Linguistics 16, ?

100-112.

1963

"Some remarks on deixis".

?

Canadian Journal of

Linguistics 8,

?

82-96.

19)3

"Mediaeval grammatical theories".

?

Canadian

?

ournai

of Linguistics 9, ?

40-54.

64

"The linguistic analysis of North Amel

?

can Indiafl.

songs".

?

Canadian Journal of Linguistics 10,

?

15-6.

1966

"Notes on the semantics of linguistic description'.

In Memory of J.R. Firth.

?

London: ?

Longmans, ?

40-51.

1966

"Aspects of Modistic Grammar". ?

Georgetown Univer-

sity Monograph Series on Languages and Linguistics

17, ?

133-148.

1970

"Review:

?

P.A.

?

Salus

?

(ed.), ?

On Languate: ?

Plato

to Von Humboldt. New York:

?

Holt."

?

Glossa •,

?

111-li:.

1970

"Review Article: ?

The History of Linguistics".

Canadian Journal of Linguistics 15,

?

143-1E0.

1970

"Review:

?

R.

H.

Robins, A Short

?

History of Linouistt'

London, Longmans; M. Leroy, Les grands courants

de la linguistigue moderne, Bruxelles: ?

Presses

Universitaires; M.

?

Iviá, Trends in Linguistics.

•

The Hague: ?

Mouton.

?

Glossa 4,

?

229-244.

1971

Speculative Grammars of the Middle Ages.

?

Approaches

to Semiotics Vol. XI.

?

The Hague:

?

Mouton.

1972

Thomas of Erfurt, Grammatica Speculativa. ?

(Text,

Translation and Commentary) Classics of Linguistics.

London: Longmans.

1972

Review Article:

?

Speaking Canadian English.

Canadian Literature 50, 69-72.

List B

?

Publications in Press

"Towards a history of Linguistics in the Middle

Ages".

Studies in the History of Linguistics.

Traditions and Paradigms, ed. by Dell H. Hymes.

Bloomington: Indiana University Press.

"Linguistics and the Humanities". Canadian Journal

of Linguistics (Professor M. Joos Fertschrift

volume).

"The Middle Ages". (Chapter IV, The Historiography

of Linguistics). Current Trends in Linguistics,

Vol. XII,

ed. by T.A. Sebeok. The Hague: Mouton.

---

Commissioned Publications in progress

.0

"The Medieval Sign". Semiotica

"Medieval Language Theory". History of Linguistic

Thought and Transformationaliammar, ed. H.

Parvel. (Belgian National Science Foundation).

"Un premier essai d'application sys.matique

de la recherche linguistique a l'enseignemcnt des

langues au Canada anglophone". Cahiers de

LinguistigUe Appliguée.

A Census of Medieval Latin Grammatical Manuscripts.

(Grammatica Speculativa). Stuttgart: Frornmaflfl-

Holzboog.

Robert Kilwardby, Commentaries on Priscian.

(Grammatica Speculativa). Stuttgart: Fromrflaflfl

Holzboog.

0

0

---

CURRICIJLLI VITAE

NAME ?

:

?

COLHOUN, Edward Russell

0

RANK ?

:

Assistant Professor, Spanish and Linguistics

DEGREES ?

:

A.B. Cornell University, ?

1960

Ph.D. Cornell University.

OSTTIONS HELD

?

:

1961/63: ?

Spanish and English faculties,

Colegio San Jose, Puerto Rico

1961/62: ?

Assistant Director, English Language

center, Catholic University of Puerto Rico

(Summers)

1964/65:

?

Assistant Language co-ordinator,

Cornell. ?

(Summers)

1963/66: ?

Teaching Assistant, ?

Spanish,

?

Cornell

1966

?

: ?

Lectureur in Spanish, Cornell

EXPERIENCE ?

:

Considerable teaching experience in Spanish and

English as second languages. ?

Teaching at Simon

Fraser of linguistics courses applied to the

problems of second-language learning and teach-

PUBLICATIONS ?

:

Articles in progress

1.

?

Dialect differentiation:

?

the role of •local

and non-local frames of reference.

2. ?

Synchronic and diachronic studies in Puerc

Rico.

3.

?

The English of Puerto Rican bi-linguals.

4.

?

The functional load of English lexical

entries in the Spanish of Puerto Rican mono-linc:

speakers.

ACADEMIC

INTERESTS:

Caribbean Dialectology

Second language teaching

a

---

CURRICU; M VITAE

'S

?

NAME ?

: GLASS, Richard M.

RANK ?

:

?

Instructor

DEGREES ?

: ?

B.A. Anthropology U.C.L.A.

M.A. General Linguistics Univers'-y of

Southern California

Course work completed for a Ph.D.

in 1inguisi

POSITIONS HELD ?

:

?

High school teacher of language for seven ye.rs

(California)

Orange Coast College - Instructor in Enalish

as a second language for one year (California'

University of Southern California - Instructor

in English as a second language for two years.

Simon Fraser University - Instructor

in

French

for four and two-thirds years.

PUBLICATIONS

?

: ?

"Spectographic Analysis of Vowel Length in

French".

Linguistische Berichte,1972

1 7_^

?

ACADEMIC INTERESTS:

?

Applied linguistics, Teaching English as a

second language, general foreign language

pedagogy

COMMITMENT TO

PROGRAM

?

I would be happy to participate for any or

all summers if I could be of use.

4

---

CURRICULUM VITAL

A #'

?

k{ZMMERLY, Hector

Assistant Professor, Spanish and Linciuistics

CREES ?

: B.A. in French (1961) , Columbia Uri

?

Co!'Leje

Graduate Fellow in Linguistics (1961-.6-),

University of Texas

Ph.D. in Foreign Langua

g

e Education (19

University of Texas.

•'1TIjNS HELD ?

: ?

1958/61:

1963/65:

1964/65:

1965/

Linguist

Foreign Service institute

(Summers) Colgate University

Ohio State University

Assistant Professor Spanish and

ics, Simon Fraser University.

X'EILNC1.

?

Language teaching of Spanish and French cc:ros

in Linguistics applied to the problems of

pedagogy.

'L,dI.ICATIONS ?

: 1969: "And Then they Disbelieved Their Ears," in

Proceedings of the 1969 Pacific Northwest Confer-

ence on Foreign Languages, pp. 205-2097

. ?

1970: "And Then They Disbelieved Their Ears," in

•

?

Hispania, Vol. 53, No. 1 (March 197) ,

?

z. 72-.

"From Grammar-Translation to Direct to Audiolingua.

to What?" in Proceedings of the 1970 Pacific

Northwest Conference on Foreign Languages, no.

312-

320.

1971: "Student Preference Between a Traditionai.

and an Oral Approach to the Teaching of Spanish,'

in Hispania, Vol. 54, No. 1 (March 1971) ,

pp.

100-

102.

"More Comments on the Report of the 1969 AATSP

Conference on the Undergraduate Spanish Major,"

in Hispania, Vol. 54, No. 3 (September 1071)

pp.

477-479.

"Recent Methods and Trends in Second Languace

Teaching," in The Modern Lannuage Journal,

Vol. LV, No. 8(December

1971), nn. 49-505.

ACCEPTED FOR PUBLICATION:

1972: "Linguistics and the Teachinr, of Second

Language Pronunciation," read at the 1972 Pacific

Northwest Conference on Foreign Languages and to

appear in its Proceedins.

"Primary and Secondary Associations with

Visual

Aids as Semantic Conveyors," accepted For publi-

cation by the International Review of Applied

Linguistics.

---

"The Correction of Pronunciation Errors,"

• ?

accepted for publication by The Modern Languag

Journal.

"Teaching Pronunciation and Generative Phonoinqy,

accepted for publication by ForeignLaflgUae Annals.

SUBMITTED FOR PUBLICATION:

"An Experiment on the Relationship Between Second

Language Competence and Performance."

"The Relative Frequency of Spanish pronunciaticn

Errors."

IN PROGRESS:

'Iwo books and several articles on second lanquace

teaching.

1C INTERESTS ?

: Foreign Language Education and Applied LinquisCS.

-0

---

CUPRICIJI UM VITAE

POSITIONS HELD

PUBLICATIONS

KNOWLES, John

Assistant Professor

B.A. (French and Spanish) Cambridge 1958

M.A. (French and Spanish) Cambridge 1966

Diploma in Teaching of French Phc.etics

London

1966

Ph.D. Linguistics London 1970

1960/62: Teacher French and Spanish

Harrow County School.

1963/66:

Lecturer French/Spanish

Kilburn Polytechnic

1.

Analsis Transformacional de una excepc4i6r

en el sistema de los Adverbios de i•:cdo

(Actas del IV Congreso de Hispanistas)

2.

Review of The Spanish Reflexive Verb

(S. Babcok) Gloss '71.

. NAME

RANK

DEGREES

ACADEMIC INTERESTS:

?

Syntactic Theory and Descriptive Syntax.

.0

---

CURfl1CtJLIM VITAE

• NAME:

?

LINCOLN, Neville J.

RANK:

?

Assistant Professor

DEGREES: ?

B.A. (London)

M.A. (Alberta)

Ph.D. (Cornell)

Professional Teaching CertificatL

University of London

Professional Teaching Certificate,

Saskatchewan

POSITIONS HELD: ?

Professional Translator-Interpreter (French),

International Union of Railroads, Paris for

three years.

Teaching Assistant (French), Cornell University.

Instructor (French and Russian) , Univ

T':slty

of

Alberta, University of Manitoba and Simon Fraser

University.

Two years teaching experience in English

Comprehensive School (French).

Two years teaching experience in Saskatchewan

Secondary School (French, Russian and English)

Instructor for Peace Corps and C.U.S.O. (Hindi-

urdu, Telugu, Tamil).

ACADEMIC INTERESTS: ?

South Asian Linguistics, especially Dravidian

Tribal languages.

Athabascan Linguistics

Linguistics Typology.

.

0

---

CURRICULUM VITAE

.

NAME

?

MERLER, Grazia

RANK ?

:

?

Assistant Professor French and French-Canadian

Literature

POSITIONS HELD

?

:

?

1963/65: Instructor French and Italian, Univer-

sity of Texas, Austin

1965/56: Lecturer of Italian, University of

British Columbia

1967/69: Professeur de francais, College Ste-Fey

Quebec

1969/ : Assistant Professor French, Simon Fras€:

University.

EXPERIENCE

(relevent to PMA

?

Taught Italian and Spanish Vancouver night school

programme)

?

1961.

Taught French language and literature at Universi-

of Texas, 2 years.

Taught French and French-Canadian literature also

taught research methods at College Ste-Foy.

• ?

Art and literary critic for Québec daily newspaper

two years.

Teaching French and French-Canadian literature

Simon Fraser University.

P

UBLICATIONS ?

:

?

60-70 articles (short, average 1-2 pages) in

Literary Supplement.

Review articles art and literary criticism in

Le Soleil 1967-69.

"La réalite dans la prose d'Anne Hébert",

Ecrits du Canada Francais, no. 33 48

p.

1971

"Connaissance

et communication chez Stendhal",

Stendhal Club 35

p.,

1972.

ACADEMIC INTERESTS: ?

19th and 20th century literature (France and

Canada)

Relationship art and literature, language of

signs

Methods of literary criticism

Methods of perception and expression

COMMITMENT TO

PROGRAM ?

: Summer 1973

Summer 1975 etc. according to Research and

Teach Pattern

---

CURRICULUM VITAL

is

NAME

: ?

ROBERTS, Ellis Wyn

flANK

: ?

Assistant Professor in Linguistics, Simon

Fraser University

GREES

: ?

1959 Joint Ilonours Greek and Latin B.A.

?

(1st

Class) , University of Wales

•

1961 B.A. ?

(Honours 2(i),

?

Classical Tripos,

Philology).

1961 University of Cambridge, Christ's College

(Scholar)

•

1968 M.A. University of Cambridge, Christ's

College Ph.D.

POSITIONS HELD.

: ?

1964/66: ?

Assistant-Lecturer in Phonetics,

University of Leeds,

?

U.K.

1966/

?

:

?

Lecturer in Phonetics, University

of Leeds, ?

U.K.

EXPERIENCE

:

?

Taught General Phonetics to students in the

Post-Graduate Diploma in the Teaching of English

is

as a Second Language, University of Leeds.

Taught French Phonetics at the University of

Leeds and at Simon Fraser.

Taught in Summer Courses for Foreign Students

at University of Cambridge, 1963,

?

1964.

Taught Summer Courses for Foreign Students at

the University of Leeds, arranged by the

British Council, ?

1966.

Have taught practical phonetics at University

level for the last eight years.

PUBLICATIONS

: ?

1964 Co-Author of Section on Phoneme distribution

in Vergil in G. Herdan The Calculus of Linguistic

Observations.

1967 Review of D. Abercombie, Elements of

General Phonetics in Glossa

1972 'A Critical Survey of Firthian Phonology'

in Glossa

1972/3 'Consonant and Vowel:

?

A Re-examination',

to appear in Lingua.

ACADEMIC INTERESTS: Phonology and Phonetics within the larger frame-

work of Linguistics. This involves comparative

phonetics and issues of the pedagogy of sounds.

COMMITMENT TO

PROGRAM ?

: ?

Two years (summers) at least.

---

CURRICULtflt VITAE

0

NAME: ?

SAINT-JACQUES, Marguerite

Assistant Professor

EGEES:

?

Doctorate in Linguistics

ERIENCE:

?

?

Research on the cultural and social . ckground

of French.

Teaching of

the

structure of Modern French

(Phonology: French 413-4 and Grammar: French

411-4 and French 412-4) in the French Division

of the Department of Modern Languages.

PUBLICATIONS:

?

?

Bibliographie sur les Guyanes et les territoires

avoisinants, Paris, 1966, Publication ORSTOM

(Office de la Recherche Scientifique et Tcchniquc

Outre-Mer), Centre ORSTOM de Cayenne, 127 p.

ACADEMIC INTERESTS:

COMMITMENT

TO

PROGRAM:

4

"Enqute sociale sur la banlieue sud de Cayenne,

lieu dit Quartier Chinois", Cayenne, 1966, 45 P.,

photos, carte.

"Les

Indiens

Galibi du littoral de Guyane française

Part One: 'Le village des Hattes par Mana', 25 p.

Part Two: 'Le village de Terres-Rouges par St-

Laurent du Maroni', 31 p. Publications

ORSTOM, Cayenne, 1967.

"Les problemes sociologiques du littoral de Guyane

française", Cayenne, 1967, Publication ORSTOM, 35

"La communaut6 Indonesienne de Sinnamary", Cayenne,

1968, Publication ORSTOM, 39 p.

Analyse structurale du cro1e guyanais, Paris 1972,

Klincksieck, 145 p.

"Le verbe 'tre' daris les croles français" in:

Làngues et techniques, nature et societ, Hommace

Haudricourt, Klincksieck, Paris,

Relations between language and culture

French Dialects and creole languages

Canadian French

Participation in the above mentioned program

on the point of view of the relation between

French language and French Culture.

---

CURRICULUM VITAE

I'1ItM±: ?

SAWYER, Mrs. Isabel

RANK: ?

Instructor, French

LLGi.J:

?

B.Ed. (French) University of British Columbia,

1965

M.A. (French Linguistics) Simon Fraser University,

1968

EXPERIENCE: ?

All aspects of language-teaching; teaching par-

ticipation in applied linguistic courses designed

for teacher of foreign language; French curricula-

planning. Planning of audio-visual material.

ACADEMIC INTERESTS: ?

Second-language teaching.

El

---

EXPERIENCE

?

The programme for the Belgian agregation ("Leach-

ing certificate") involved courses in pedagogy

in general as well as language pedagogy in

particular. It also included a 4-month peri.d of

teaching practice under supervision. I also

taught Flemish and English to French-speakinc-

students for a year. The situation of the tc

of

;

Flemish in the French-speaking part of Be-:

is interestingly similar to that of the French.

teacher in British Columbia. Otherwise, I h':

had experience in the teaching of elementar

y

3

well as intermediate language courses in French -

composition and conversation, besides the teachin:

of 200- and 400- level literature courses.

PUBLICATIONS ?

: ?

"Virginia

Woolf as Critic", Revue des Langues

?

Vivantes, Brussels, 1963.

"Narrateurs a la premiere personne chez A. Gide,

Revue des Langues Vivantes, Brussels, 1964.

-40

ACADEMIC INTERESTS:

?

Twentieth-century Fiction (French, English,

American, German): narrative techniques.

French-Canadian culture and literature.

CURRICULUJ1 VITAE

• NAME ?

: ?

VISWANATIIAN, Mrs. Jacqueline

RANK ?

:

?

Assistant Professor, Department of Modern

Languages, Simon Fraser University, Burnaby,

British Columbia.

'EGREES ?

: ?

Licence Philo-Lettres, Liege, Belgium, 1962.

Agrégation, enseignement secondaire supérieur,

1963 (Belgian Teaching Certificate)

M.A. Comparative Literature, Illinois, 1965.

Doctorat ès Lettres - Liege, Belgium, Jan. 1972.

POSITIONS HELD ?

: ?

1962463: High School teacher (grade 11 and 12 -

Flemish and English) in Belgium.

1963/65:

Teaching assistant part-time, Universf -

oT Illinois, French Department.

1965/72: Instructor, Department of Modern

Languages, French Division, Simon Fraser Une:;i

1972/ : Assistant Professor, Department or

Modern Languages, French Division, Simon Fraser

University.

- Courses on culture (esp.

part of a French degree

- Methods in teaching the

language; relationships

and literature courses..

French-Canadian) as

programme.

literature of a foreign

between language courses

PEDAGOGY

4

---

4 ?

S

CURRICULUM VITAE

S _

IAME:

?

WILSON, David

Ri1K: ?

Assistant Professor (French)

GREES: ?

:B.A. University of Montana

M.A. University of Montana

Ph.D. University of California, Berkeley,

1970.

POSITIONS HELD:

?

1957/58: Grad. Assistant (French), University

of Montana

1959/64: Reader (French), University of

California, Berkely

1964/66: Associate (French)

1967770: Acting Assistant Professor (French)

University of California, Davis.

ACAbLMIC

INTERESTS:

?

French literature (Mediaeval and 16th century)

0

.0

---

A.

-4

'-4

'I

0.

0

2.

I

(Unfixed chat ra)

APPENDIX VI

0

?

!.iar

Plan for

DML modified classroom

?

based or a

20'

I

20'

room

?

(a room or different size could also be used)

IDrop-tet

Lshemfl

(Unftxd

ohatre)

0

---

APPENDIX VII

Letters from external assessors

(Translations follow where

applicable)

4

---

UNIVERSITY OF VICTORIA

?

Jeai-Piuil I tnav.

I. R

VI (:'I OkIA,

HRIII -,

II ?

:oi,u ri

JiI\

/aeuIl 'I

?

n

September

20,

1972.

Dr. B. E. Bartlett;,

Chairman, Proposals Committee,

Simon Fraser University,

Department of Modern Languages,

Burnaby 2, B. C.

Dear Dr. Bartlett,

My new duties in the Dean's Office have prevented me from answerinz

sooner your letter about a "Proposal for an M.A.

?

in the Teaching of French'.

I read the proposal very carefully and found it extremely well documented.

The

D?'

DML

?

at SFU (to talk in cipher) appears to me to be eminentl

y

suited to

carry out such a project.

The project itself represents a worth-while attempt at bridging the

unfortunate gap between the linguistic approach and the more traditional

"educational" approach.

?

Teachers often shy away from the linguistic

approach, simply because (a) this was not recognized as a respectable

subject in their student days, and (b) one cannot successfully apply

linguistic methods without an effective knowledge of the spoken language.

in the case of French, as educators have been slow in acknowledging,

?

the

spoken language operates on quite a different plane from the written

language, and stylistic and usage rules are equall

y

different.

?

This fact

and many others of the same nature were forcibly biought to the fore by -

for instance - the appearance of J. Dubois's first volume of his Granimaire.

A deluge of similar works has hit the market during the last ten years,

with a resulting dissatisfaction in classroom procedures for which the only

remedy would

be

the systematic teaching

of

core areas

such as those outlined

in 1.03 (especially I and ii).

Your programme description follows logically from a recognition of

the foregoing problems and I heartily endorse it.

?

I know of no other

similar programme in B.C. or indeed in the West (with the possible exception

of Regina). ?

I approve of your making good use of the educational facilities

you mention on page 15.

?

I am sure Dr. Bouton's expertise, as well as that

of the other faculty listed on page 5, will ensure that the programme will

be brought to a successful conclusion.

?

My only reservation is the possi-

bility of duplication in the series DIff 600, 601, 602:

•

there must surely

be a good deal of overlapping between the topics outlined on pages 27 and

37 of the brief.

?

But I am sure these and other minor details can be

resolved as the programme unfolds.

---

Dr. B. E. Bartlett

?

September 20 1972.

To sum

sum up: I think the project worth-while and extremely

well prepared. ?

I welcome this new development.

?

I would

welcome an invitation to take part in some section of it

(perhaps the 3rd section, as I plan to take a sabbatical

leave in 1974-75) and I appreciate the offer.

Yours sincerely,

J.-P. Vinay,

Dean of Arts and Science.

JPV/mbm

ft

0

Now

---

UNI

E

RSITE

LAVAL

0 -

6

jJ ?

t.F.N1kE IN1ERNATIONAI,

L)1 RECfIERCFIE5

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JNiEl

Nil TIONAL Cb.Ni'H FOR RESE,l FU'!! ON

r11

0

UNIV 5IflE - Ouri, 10

CAD

19

July 1972

)r. B. E. B.irtlett

D,artment of Modern Lian;u''os

irnon Fraser University

Burnaby

2,

B.C.

Dear Dr. Bartlett,

Thank you very much indeed for your kind letter

of

July

1' to which I hasten to reply.

Let me first congratulate you and

37o-Lr

colleagu..s

on your planning of a Masters degree in the Teachin

of French the proposal of which you enclosed for

review.

It is a pleasure .'or me to be able to send you

My

comments on this proposal; but I hope you

•

?

will excuse me if they are short and to the .oint.

Because of frantic pressutes on

my

time I cn

write about only the es:3entials; but it would

seem referabie to send what I can now than to

wait until I have more leisure.

Under separa:e cover, therefore, I am sending

you my coni ents along with a paper on the

jraivate t1ucabin of foreign languuçe teacrrs,

which contains many of the coau:ients of a positive

nature which I should like to have incorporated

into

my

review of your proposal.

It

was indeed kind of you to

ask

about my

availability as a visiting faculty aeznber.

I would of course be most interested in working

in your new proramaie; but for the next two years

I can see absolutely no opening.

Some of your colleagues, I thought, aiChu perhaos

be itberested in beitu kept posted on che work

of our Centre; so I take the liberty, by the flay,

to enclose a few folders on recent and £orthcom..n;

pub 1ic't ions.

All good wishes for success in this im. ortant new

Ale ?

progra ie of your Depaitmenti

William F. Mackey

---

xterriaj valuatjan

'U..0

?

c) J.' a

PR(P).AL FOR A W1.A, IN TH

P

, TACHiJG uF FFFi1C

This pru3wai has been examined under the fOlt..iii

aspects:

1

?

Covurare. ?

2.

Justific

:. ti.i.

?

. Staff -

irid

?

Resour r

e. '+. CurrictAlurn.

5.

Readin

Cove

r

'ilO pI'OPOIL

cuvir3

all

aspects of the c uatiar ?

f

:i

new

1e.'reu anx arisviers most of the quest—,ions

vhich

ane ;ii':ht ask in cbanectiri with a new acadenic pr: ra

---iditnis

rative,

acadouic

, inzl

technical.

-. Justification

it

has

ion hccn lemon:; tr:itacl Lh.it

th ?

e

;1iiI Oi

the French liruar:e in Canidian schools caila be

vastly i;ipraveI; but very little has in fact been

dane

to enable teachers to better their

teaching 01

the

ofiicial second language in

En,çLish—speaking

Can da.

The

diiiicdty ?

always been

the statu:. of French

t:

:;i.•ioly aitathi:r school subject and its boaciing

:9

r'3quirir1 no iaore preparation than was needed

for an'i in, else.

?

This situation is likely to

r

j ,ain unchanged until

a

special prol'esinal

ratninuc

pro' ram

?

Lies teachers to produce the sort of

eoclts which students learning the tan :u'ie xect

to achieve.

It

seems appropriate that

a

universit,. •.iuparont

of lanua

'os and ltri'iistics should be

rescansibie

ror such a pra';r'im. And it is fit tin that the . 1cm

[, ?

;wi

re

Depart -,.:nt

of Simon Fraser Univdrsity shold

?

take the

initiitive in trying to fill this rioed for

a special lanurlf'e teaching degree, which is

probably

the only one

of its kind

in

British Colu :bia. In so

doing the Depart :ent demonstrates th.t it is informed

on current developments in the training af lanuage

Leachers

SjcO the

same needs,

which are felt elsewhere,

are betn met with

simi1:r

praesianal degree pro :ri...s.

Harvard (M.A. in Lanuage Teachn), the University

of Texas at

Austin

(ForeiCn Language Educatin Center),

the

University of

Essex

(Modern Language Centre), the

University of 1dinburgh (Applied Lingustics), the Uiivarsty

of London Institute of Education (Division of Language Teac. in.),

arid in Canada at the

Universi;:ies of

Toronto (

r

ISE .odern

Language Centre), Laval (Licence an didactiue des lanes),

- ?

Utt:-tu, and fir

'eor;e Williams

(ESL), to name only these.

In sum, there is sufficient precedent and amie

j tificatian for such a degree.

---

3. ?

in

?

Jes

9

I

'ices

__

-

Je.rees

never

or

30

much

to

teacher

'/11th

p

iubje

WOL)1i

to

Univu.tsLLy,

The

articularly

?

?

unwi.

many

ap.iate

?

t;hu

?

ivlo.'!ern

?

?

have

its

?

better

t3

?

?

?

?

teac,inR

ake

?

in

WhLCh

t;i

in

ui

?

Jan

?

?

Canada-_wi.ici-i

r.ç

?

the

Vj.

such

a

Lan

hasis

equipped.

?

whClSe

, encij

prc.riuction

Particularly

on

WDU

opportunity

?

most;

ua

langua:e

a

of

?

?

?

1

1.i.terax.y

pro;ram

I

dOvelopent

on

e

?

literature

he

hiigh_schaoi

?

I)epartment

language

to

a

?

?

?

af

meet

departisappropriate

?

vith

?

of

for

?

history

teachers

L1CVOtCi.

teaching.

?

the

was

and

the

?

and

lini-çustis--

?

?

of

teachers

neels

?

nt

?

uritire

unique

Simon

to

lirnui;:Ljcs_aud

?

?

and

with

a].

Df

the

place

?

:9st

crjticispi,

French--1ke

?

of

?

?

area.

:aste

of

C9flScius

raer

in

?

lanu

?

?

e:clusive_y

French

Canaia,

it

in

?

?

.hic

?

s

is

e

Modern

oriuntatud

In contr

Language

.

?

'i'tjctjn

departijentDepart;1t

?

to

?

of

thu

French,

?

traditional

has achieved

?

Simon

?

li;erau.-

a

Frsr's

pruei

At

p

between

balance--ar

resented

least,

lar

?

thi

in

i

u

so

thi

s

go,

it

seems

g

?

seems

proosal.

literature

evident

to an

and

from

outsidelingui::tics.

the

?

pro

observer--

rain

'e• ?

U.IjjcU[un,

unknown

The pro.raa

in

of

;ojt

cour,es

d

e

p

art;aants

covers

of

important

French languae

areas

The

available

to

and

be

threo-ye:tr

literature

carefully

in departments

and

pro.:rassjan

stru;tured

also a few

of

'rid

of

languages

courses

these

well

courses

desi;ned.

not

and

usuall

seems

lin:uistics.

is

French"

trajnn,.

9(lOZi13

in

sort

aireidy

have

On

which

lin;uistic

trairu

necessarily

which

the

?

buen

Of

n':

would

?

?

whole,

?

?

and

is

•enural

po.aesao:I

and

of

a

the

single

?

only

and

the

faculties

experience

?

rather

however,

informal

intenti:)n;

educator

literary

a

proiessi9nal

course

small

all

suit

?

the

?

of

and

background.

component

?

teachers

the

?

?

?

but

and"teacliin-

?

education

in

but

necessary

?

often

program

who

??

"aietkiods

trailli

if ?

?

of

one

lac.cd

haphazard,

of

?

French

?

?

?

nK

in

?

is

c:nsjjjrs

Ole

?

of

This

projessianal

practice"

?

availablethe

t ?

a

teaciiiag

general

i.s

crtairj

who

iaa

sort

?

c,-,u

?

?

one

the

indeed

?

in

wonde]S

of

lanu

French

ige

?

whether

teachin

really

g

require

a

is

thorouçh

nbt

?

what

p

Most

roiessj)nal

"ex

p

school

erienced'

course

and

teachers

faculties

in

divisions

ia3titutjns

are

to

of

Specialize

Education

a few

of

laro

in

langu.are

are

to

Europeor

the

not

highly

nearly

?

extent

?

te.iohin.

md

specialjz.d

large

the

required,

?

Soviet

enough

But

hov.ever;

few

teacher

Unjn

co

schools

be

with

?

able

urainirig

tnere

?

entire

of

---

O

French

1uc ?

iun

thu

n

sort

G.

is

ui

c

advanc:d

nit;

itierit can

prufesi)nal

offer a

?

train

a:ner

ng

ot

must

f:ivourjn

which

then

is

:

}'onch

poscihie

fall back

above

today;

on

all

the

they

ut;hur

university

c odd

su

)nly

je':ts.lanuae

do

?

so

The

by

depart

teacher

;nts:

?

but

orientated.

these are 'icdeica.ly rather than prof essina11y

classroom

-a

rts:;1

:"res:-1

".

An

LOSLu

?

Profess

i

?

iJ,

?

-c

t

v

1:01

Jj

is

ria.L

.emic.

?

t;ht

•ent;

uxuerlouc..

indeed

)Jtk

unal

three

the

C0UT::

in

?

the

of

course

teacher

course-:,

i.he

iho

the

p.LopusaJ.

,

?

t;he

practleLl

academic

training

as

?

many

an

stajos

which

Dpi

already

under

teachers,

,

could

cwn,:Duent

ort;un.

orie.iaj:,n

is

are

c'.t1siderRtjun.

lac

1argly

be

h;d

ty

i:lg;

P

:efined

to

ievr,

en

..ich

of

i

tecr.

it

p

uh

the

is

e

.c

:r;

card

.s

i a I

a

rD'.

a

their

)roiessj-na1

skills

in ti

L1ective ctassrooii rechis-

as

they

rn-.ch

.re teaching.

as

they

feel

(ceo

the

Appendix).

need to know more ab:ut ..,At

by

The

one

tn

Pr

acadmoic

cutriclurn

is

)f

,

es..;3

i.n L

-

:

nal

Lnt

ratsr

propoeed

we

largely

than

uean

the

to

the

ae

a

.

sort

essntially

traininrç

professj

that

anal

of

COU

a

pe

r

proessina].

Ld

c1-:ree,

ople

lead

to

to

ao

if

•

?

a specific job as is the cr-ice for medicine, la. -trid

• ?

un.;iueer

professi

is tauht how

i

rial

n.

?

training

to

In

use

this

the

does

coritoxt

metud

not

of

mean

for

language

teaching

that the

?

the

teacher

-:icbLn

lan u- ;e

It

possibLy

withus..

.ethodology"

in

nor,

this

.n

is

his

the

any

?

riot

as

1e.

.fioJ,

?

'tofess

1

:'tat

the

uires

easy

the

ailable

proposal

variety

mu.

(

:,

a

io:-

to

j

p

variety

.

,

na1

t

9).

find

t

difficult

material

he

?

training

of

well

model

familiar

of

The

methods,

de.

points

teacher,

to

ions

cuponentj

of

langu

produce

with

lanLu

trar

out,

ani

te

as

all

ion

cc

'e

1

"a

a

:

the

he

trained

J

professj:nal

classes

cners

if

unique,

teacers

best

techniques,

he

able

ro

,which

to

resfts.

sure-fire

are

ra.

?

and wii .in to give de;nontratjon classes of such quality

that they can he used as training models.

Of

In brief,

coursec

an

uore

effort

professional.

should be mad...; to make the eroram

. Reading Requireoiunts

clasnrooai

A lan"ua';e

techrii.

teacher

j

ues

does

simply

nut

by

of

reading

course :naster

ab.'uu thorn.

his new

Hut he does have to be famjjjr with the :orfessional

the

te.iching

literature

past

1

decade.

t!is

in

literature

his field--and

has increased

in the field

enormously

of lan-uae

in

---

- 4 -

In exami-ii

- nF,

thu

readiriç lists appended to Ghe

• ?

c)')rsa

des:ript.Lns in t;Fiis prposal ouc finis

S.:e

of

But

the

there

general

seems

worki

to be

one

no

would

iri'odu:tin

expect;

t the

in

the

abundnnt;

fld.

periodical liturature--so:ri€ of it much more 'wefut to

the

M

?

acher than

a

are many of his texth 'oks. TIiij j:

no ntjntion of proLessional

hi h

inrriphis ti;h

to

be

fund in FL_Annals,the ThcycLopaui Bi:innica

Yearbook of Foein Languae Peachin an(-.

,

.

TIC Pu

?

ci..

On the other hand, one fin1s tecEnic3l books

whi4h c :uld really be Ic Ct ut in fa dour of :wre

Literature

01 i

mediate interest to the tan ,u ye

te 'cher. One can hardly

expect

larui

:e

;eachers,

L '

or exac.

iO ?

to un)erJt:.Lnd Llie technical titorat rt.

of nuurol:r':y

(p.25).

?

In Penfield and

L11

tance, oui.y the epiioue

woLld

he j u ire ty

COI1)Xe]IeflS ible , or indeed relevant, ?

ice lazi

?

c

te:kch3rs do not ' .

quire information on such

t;flLrLS

as the lay ut of an operatin;; room in brain sur:ery

(

C

hap. 7).

In g um the, readi.n Iit;s should I ci' I

?

re ?

-t ?

hic1i is directly relevant to lan :uc:e ';eachin

' ?

ChUSih N

The over-alt pro,

,

,

-

ram in this proosal is of .;radua .e

standard,

ft

is well staffed, and the academic facilic.e

fr :a which it znay benefit s.em untirel adq ite. Thu

proic si:nal component of th

?

hwev.r, wouLd

need str;n :theninç.

0

---

,.A

.

111111111 ?

'I ?

AIIIMI NI

?

II ?

IlliNi 11

EXPERIM,!NTAI PHONE TICS I

39 QUEENS PARK CRESCENT EAST

TORONTO

181. CANADA

TEL.

928

.

3162 01 928-1i8$;

ri

UNIVERSI1 OF TORONTO

ft

Le 12 septembre 1972.

Dr. B.E. Bartlett

Cha I rman

Proposals Committee

Department of Modern Languages

Simon Fraser University

Burnaby 2, B.C.

Monsieur le Professeur et Cher Collgue,

Je vous remercie vivement de votre lettre du

14 juIllet 1972 que la poste de Toronto ne m'a maiheureusement pas

[sit suivre ?

mon adresse d'été en France. Vous Wen voyez désolé.

Je suls très honoré de votre confiance et j'exa-

mineral avec attention le projet que vous m'envoyez. Je vous ferai par-

venir des que possible mon opinion sur cette question.

Votre aimable proposition de participer votre

programme (comme "Professeur Invite" me flatte beaucoup mais, venant

de terminer une année sabbatique, mes poasibilités d'abandonner mon

laboratoire sont

actuellement

assez limItées. Tout dépendrait du temps

pendant lequel vous souhaiteriez ma collaboration et de l'époque

?

laquelle

elle se situeralt.

Avec mes remerciements, je vous prie d'accepter,

Cher Collegue, i'assurance de mes sentiments cordlalement dévoués.

PRL/s r

?

P. R. Lé on

Directeur

Laboratoire de phonétique

expérimen tale

-0

---

December 18, 1972

TRANSLATION

from P.R. Lon

Director of the Experimental

Phonetics Laboratory

University of Toronto

Dear Colleague:

Thank you for your letter of July 14, 1972. Unfortunately

the Toronto Post office did not forward your letter to me

at my summer address in France. I am very sorry.

I am honored by your trust in me and shall examine with

great attention the proposal you have sent me. I shall let

you know as soon as possible my appraisal of it.

Your kind invitation to participate in your program

(as an invited professor) is very flattering to me. But since

i have just completed a sabbatical year the chances of leaving

my laboratory are now very limited. It would all depend on

the duration of time for which you would wish my collaboration

and on the time of the year.

With many thanks.

Sincerely yours,

---

ACADEMIE

?

DE

?

PARIS

JO......

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vemirit.

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December 18, 1972

TRANSLATION