. ?

•

?

UPC 98-10

SIMON FRASER UNIVERSITY ?

FACULTY OF EDUCATION ?

Undergraduate Programs

Credit hours:_3_

?

Vector._______

Semester to be offered: summer session 1998

Title of course: Developing Skills for Learning and Teaching French for the

classroom

1.

Description of Course:

qhis course is intendedforstudent teachers who wish to

eainine, acquire anl/or improve the Ieve(opment of their ormi written and oral proficiency in

French as weLl as the literacy of secondianguage (earners in their classrooms. 'During afive

weestay in Qjtebec, participants wilt be engaged in a program that will concentrate on

improving communication si(Lc, both oral and written. Participants will also be involved in

activities to promote French culture and communication. 9ina1Ty, classes in second language

methodology wilt tie in their

own

learning to the teaching of students in elementary and

seconilanj classrooms in British Columbia. 'Upon their return, students wilt be asked to submit

aporfo(io of learning eperiences and reflections to be later implemented in the classroom.

Prerequisites (or special instructions):

Education 4011402.

2.

Objectives:

5411

activities an1assgnments are embeildin a communicative

competence theory of language acquisition an literacy as welt as a socia-constructivist

perspective of education. Sttulents wilUevelop an understanding of a variety ofpeiagogical

issues related to literacy development in Frendifrst and second language classrooms through

their own eqerience of language (earning in Qjtebec and the analysis of that epetience for this

course. 'The wilUevelop an understanding of the following:

• the roli qf the teacher and the (earner in an eaperiential-communicative language

classroom;

• the relations/lip between acquiring jiowledie, sj11c and attitudes and the

development of literacy;

• the role of the teacher in the development of autonomous language learners;

• Ieszqn a portfolio that will reflect an understanding of the of various language

learning styles and provide multiple opportunities for language acquisition.

3.

Rational for course offering (reasons why course is needed):

Te Faculty of Education is presently not offering a course that allows future teachers the

opportunity to engage in a language learning eerience in

afrancopiwne

setting and then,

through a directed study, the opportunity to critically examine the impact in a second language

setting in B.C. 'This is especially relevant in lghit of the new French Second Language mandate

from the Ministry of Education and the new French Language IRIPs.

---

. ?

S

4. Budgetary and Space Requirements (for information only).

What additional resources will be required in the following areas:

Faculty -

tutor marrfor assignments

Staff -

Library -

Audio Visual -

Space -

Equipment

Funds

S. Bibliography and list of learning materials: .

selection af materials wilifie

provibAon sgIit, at Lavatuniversity, as wetias a series cf

articles on secoiul language

acquisition. q

fge,se articles wilt be mailed to students prior to their departure, as we(tas a clear

outline of their

assignment.

i4rtide.s being considered are:

Day, E. and S. Shapson. 1991. "Integrating formal and functional approaches to

language teaching in French Immersion: An experimental study," Language

Learning

41 (1):25-58.

Harley, B. 1993. "Instructional strategies and SLA in early French immersion,"

Studies in Second Language Acquisition

15:245-259.

Hullen, J

.

et Lentz, F. 1991. 'Pour une rentabifisation des pratiques

pedagogiques en immersion,"

Etudes de linguistique app! iquee,

82:63-76.

Krashen, S. 1982.

Principles and Practices in Second Language Acquisition.

New York:

Pergamon Press.

Laplante, B. 1993b. "Strategies pédagogiques et enseignement des

sciences en immersion française: le cas dune enseignante,"

La Revue canadienne des

langues vivan test The Canadian Modern Language Review,

43,3:567-588.

Lentz, François. 1993a. "Les strategies pedagogiques en immersion: quelques

enjeux didactiques,"

Le journal de l'immersion Journal,

16,2:13-17.

Mian, C. 1986. "Integrating language and content through skill development,"

CONTACT

5(3):14-16 & 28.

Netten, J

.

E. and Marguerite Noonan, 1991. "The development of discourse

competence in French immersion pupils in the primary grades," Annual

conference of the Canadian Association of Applied Linguistics. McGill

University, Montréal, Québec.

Snow, M., Miriam Met and Fred Genesee. 1989. "A conceptual framework for the

integration of language and content in second/ foreign language

?

instruction,"

TESOL Quarterly

23(2):201-217.

Swain, M. 1988. "Manipulating and complementing content teaching to maximize

second language learning,"

TESL Canada Journal

6(l):68-83.

Tardif, C. 1991. "Quelques traits distinctifs de la pédagogie d'immersion,"

Etudes de

linguist ique appliquee

6. Assignments:

•

critically tlzougItfut reflections on their language learning eperience;

• submission ofa project /portfolio of learning activities reflecting an understanding

of the development of literacy infrst antI secondianguage classrooms.

---

. ?

.

7.

Description of student assessment and grading procedure:

Assessment anIewivation wiffe based on the fo12iwing:

atteniance and participation in aff sessions in Qjte flee and tfiegrade provulesI fly the

• jouriuilrefTections

• submission ofportfo(io

8.

Instructor's curriculum vitae:

Possib(z

tutor markps for this course are former

and current 9s whose C'Vare avaitzfl(i in the fI'DTJ?te.c (5oanne Hanson, 'Tasnim

Vliarams4 !Pam Waygood).

9.

Proposed by.

Yosette fDe.squins

Suppotive Faculty Member

Diane fDagenais

Date:

.54priIl,

1998