-
Educat ton
VFW
_______
•
vow
NEW COURSE PROPOSAL }ORM
i.
Department:
Calendar information
Abbreviation Code:EDIJC
Course Number:470
Credit Hours:_4
Vector: 2-2-0
Title of Course: Designs for Learning: French as a S:ond Language
Calenda-r Description of Course: This course deals with a variety of methods
appropriate for teaching French as a second language in elementary and
secondary schools. it also examines prominent assumptions underlying
the current French language curriculum.
Nature of Course lectures, seminars, workshops
Prerequisites (or special instructions)
. Knowledge of French at least equivalent to DLLL, French 206.
What course (courses), if any, is being dropped frofu the calendar if this -oure is
approved:
None
2. Schedu4P
How frequently will the course be offered? Once or Lwice each year
Semester in which the course will first be offered? 1981-82
Which of your present faculty would be available to make the proposed offering possible?
Michael
Massey
To enable students to master a variety of approaches and methods of teaching
French as a second language, and to understand the assumptions on which the
current curriculum is based.
4.
t!rjafld Space Requirements (for information only)
What additional resources will be required in the following _areas:
Faculty
1/6 FTE
Staff None
Library None (Th couse has—been offered -a number of times as a
Special Topics course,
and 'adequatt library materi41 is available.; Our reeds
Audio Visual None
for l'tbrary materials overlap with DLLL)
Space None
Equipment None
5. Approval
Date:
--- --
rrc;1
Dean
Ci
EDUCATION 470
DESIGNS FOR LEARNING: FRENCH AS A SECOND LANGUAGE
RATIONALE
This cpurse is intended for teachers te:ching trench as a second language
at the *elementary
and secondary levels. The course will focus on designs
currently in use in French as a second language programs in B.C. Because
the nature of immersion programs is quite different from French as a
second language programs, a separate course design will, be submitted for
French immersion teaching.
There is
a need for a course that will give students an awareness of the
different
teaching approaches in French as a second language, the methods
that result from these approaches and the appropriate techniques for
classroom implementation.
' The course will study
the three levels of approach, method and technique
with special emphasis on the approach and method levels.
GOALS
To enable the participants to lamiliarize themselves with the approaches,
methods and techniques of teaching French as a second language, at the
elementary and secondary school levels.
OBJECTIVES
By the end of this course, the participants should
-
be able to identify the assumptions that underly French as a second
language curriculum
-
be familiar with current methods of teaching French as a second
language
-
be able to compare and contrast different approaches, methods and
techniques of teaching French as a second language
-
be able to evaluate the appropriateness of the different approaches,
methods and techniques
-
have the knowledge required to plan and org,'.in-ize teaching material
according to various approaches
-
have the skills required to Implement and evaluate the different
approaches and methods in French as a second language
OSECOWfE1T
I
This course
will
examine, compare and contrast different
approaches to
second language teaching such as: grammar, translation, direct approach,
audio-lingual, cognitive, audio-visual,
functional and
community language
teaching approaches.
The assumptions
underlying the approaches will then he related to
the
corresponding methods
and techniques appropriate fr classroom Implementation
of these approaches will
be modelled.
The emphasis will be especially on the approaches, methods and techniques
currently used at the
elementary and secondary programs in French as a
second language.
READINGS
Required Text
S
Chastain, Developing Second Language Skills (PB
35
C532 1976)
Rivers, W.M., A Practical Guide to the Teachin
g
of French (PC 2068 Ii? R5)
Reco
mmended Readi
n gs
Cougher, R.L., Ed., Individualization of Instruction in Foreign Languages:
A
Practical Guide
(P
11 L35
V13)
Billows, F.L.,
The Techniques of Language Tcachin (P 51 B54)
Brooks, N., Language and Language Learning: Thcury and Practice (P 51 B73 1964)
Lado, R., Language Teaching: A Scientific Approach (P 51 L3)
Altman,
H.B. and
Politzer, R.L. , Individualization. Foreign Language
Instruction
(PB
11 C66)
Allen and Valette, Modern Language Classroom TeehrIquis (PB 35 A57)
Finocchiaro, Mary and Bonomo, Michael, The FL Learner: A
Guide for
Teachers (PB 35
F56)
Rivers, W.M.,Teaching Foreign
Language Skills (PB
35 R43)
Altman, H.B.,
Individualizing
the Foreign Language
Classroom:
Perspectives for Teachers
(PB
36 A4)
Lee, W.R. and Coppen, Helen, Simple
Audio-Visual Aids
TcachlnR
(PB
36 L38 1964)
Politzer,
R.L.,
Foreign Language
Learning (PB
it)
Ph
1,970)
Rivers, W.M., The Psychologist
and the
F ord
.:utui'e_Teacher
(PB
36
R58)
Igor
S
Papalia, Anthony, Learner-Centered Language
Teaching Methods & Materials
(PB 36 U6 P3)
Smith, George E. and Leamon,
M. Phillip, Effect [
y
e Foreign
Language
Instruction in
the Secondary School (PB 38 U6 S59)
Stanialawczyk, Irene E. and Yauener, Sytnond,
Creativity in the
Language
Classroom (PB
38 U6 S73)
Valette, Rebecca U.,
Modern Language Testing (PB 71.5 V3)
Seibert, Louise C. and Crocker, Lester
C., Skills and Techniques for
Reading French
(PB 2065 S4)
Graham, Victor
E., How to learn French in Canada: A Handbook for
Eg1ish Canadians
(PC 2068 C3 G7)
.
Gall Tesch
Kieran Egan
Dlrecøbr, Undergraduate Programs
libasry/Social Sciences
Faculty of Education
Library Support
Fbbruary 11th, 1981
Gail,
Please review the attached course pocposal - Education 470-4
Designs for Learning: French as a Second language - and let me
know if there Is sufficient library support.
Thank you,
Kieran Egan
KE : vs
End.
_EA- ' . ' 1Wrt,4t-
SF
*
COMNlTTEE
ON UNDERGRADUATE •IES
)
3 b
NEW COURSE
PROPOSAL FORM
1. Calendar Information
Department:
Educat iOn
Abbreviation Code:
EDUC
Course Number:470
Credit Hours:4
Vector:2-2-0
Title of Course:
Designs
for Learning: French as
a Second Language
Calendar Description of Course: This course deals with a variety of methods
appropriate for teaching French as a second language in elementary and
secondary schools. It also examines prominent assumptions underlying
the current French language curriculum.
Nature of Course lectures, seminars, workshops
Prerequisites (or special instructions):
Knowledge of French at least equivalent to DLLL, French 206.
What course (courses), if any, is being dropped frofn the calendar if this course is
approved:
None
2. Scheduling
How frequently will the course be offered? Once or twice each year
Semester in which the course will first be offered? 1981-82
Which of your present faculty would be available to make the proposed offering possible?
('1c
c .-
c.-c -
Michael Massey
To enable students to master a variety of approaches and methods of teaching
French as a second language, and to understand the assumptions on which the
current curriculum is based.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
1/6 FTE
Staff None
Library None LTh cot4se has_been-of-fered'a number
\
of ti9e as a Specia_Topics course,
\and
Is av4ilable.j Our neds
Audio Visual None
for-ltbrary materials' overlapwith DLLL5
Space None
Equipment None
5.
Approval
(
Date:
Drtc;it
SCUS
Crj:
Dean
Cir:n,
.
EDUCATION 470
DESIGNS FOR LEARNING: FRENCH AS A SECOND LANGUAGE
RATIONALE
This cpurse is intended for teachers teaching French as a second language
at the elementary and secondary levels. The course will focus on designs
currently in use in French as a second language programs in B.C. Because
the nature of immersion programs is quite different from French as a
second language programs, a separate course design will be submitted for
French immersion teaching.
There is a need for a course that will give students an awareness of the
different teaching approaches in French as a second language, the methods
that result from these approaches and the appropriate techniques for
classroom implementation.
The course will study the three levels of approach, method and technique
with special emphasis on the approach and method levels.
GOALS
To enable the participants to familiarize themselves with the approaches,
methods and techniques of teaching French as a second language, at the
elementary and secondary school levels.
OBJECTIVES
By the end of this course, the participants should:
-
be able to identify the assumptions that underly French as a second
language curriculum
-
be familiar with current methods of teaching French as a second
language
-
be able to compare and contrast different approaches, methods and
techniques of teaching French as a second language
-
be able to evaluate the appropriateness of the different approaches,
methods and techniques
-
have the knowledge required to plan and organize teaching material
according to various approaches
-
have the skills required to implement and evaluate the different
approaches and methods in French as a second language
4)
/COURSE CONTENT
This course will
examine, compare and contrast different approaches to
second language teaching such as: grammar, translation, direct approach,
audio-lingual, cognitive, audio-visual, functional and community language
teaching approaches.
The assumptions underlying the approaches will then he related to the
corresponding methods and techniques appropriate for classroom implementation
of these approaches will be modelled.
The emphasis will be especially on the approaches, methods and techniques
currently used at the elementary and secondary programs in French as a
second language.
READINGS
Required Text
S
Chastain, Developing Second Language Skills (PB 35 C532 1976)
Rivers, W.M., A Practical Guide to the Teaching of French (PC 2068 U7 R5)
Recommended Readings
Gougher, R.L., Ed., Individualization of Instruction in Foreign Languages:
A Practical Guide (P 11 L35 V13)
Billows, F.L., The Techniques of Language Teaching (P 51 B54)
Brooks, N., Language and Language Learning: Thur
y
and Practice (P 51 B73 1964)
Lado, R., Language Teaching: A Scientific Approach (P 51 L3)
Altman, H.B. and Politzer, R.L. , Individualization Foreign Language
Instruction (PB 11 C66)
Allen and Valette, Modern Language Classroom Tej
(PB 35 A57)
Finocchiaro, Mary and Bonomo, Michael, The FL Learner: A Guide for
Teachers (PB 35 F56)
Rivers, W.M.,Teaching Foreign Language Skills (PB 35 R43)
Altman, H.B., Individualizing the Foreign LanguageClassroom:
Perspectives for Teachers (PB 36 A4)
Lee, W.R. and Coppen, Helen, Simple AudLo-Visual Aids to FL Teaching
(PB 36 L38 1964)
Politzer, R.L., Foreign Language Learning (PB 36 Ph 1970)
Rivers, W.M., The Psychologist and the Foreign Language Teacher (PB 36 R58)
S.
.
Papalia, Anthony,
Learner-Centered Language Teaching Methods & Materials
(PB 36 U6 P3)
Smith, George E. and Lemon, M. Phillip, Effective Foreign Language
Instruction in
the Secondary School (PB 38 U6 S59)
Stanis].awczyk, Irene E. and Yauener, Sytnond, Creativity in the Language
Classroom (PB 38 U6 S73)
Valette,
Rebecca U.,Modern Language Testing (PB 71.5 V3)
Seibert,
Louise C. and Crocker, Lester C., Skills and Techniques for
Reading French (PB 2065 S4)
Graham, Victor E., How to learn French in Canada: A Handbook for
English Canadians (PC 2068 C3 G7)
Opmro
.
Chatrperson - Faculty of Arts Curr. Comm.
- "
- Faculty of Science to
of
Education 470 "French as a Second
Language"
111
Dr. Kieran Egan
Dllector - Undergraduate Programs
Faculty of Education
February 11th, 19$1
Would you please review, the new course proposal - Education
-
470-4 -
Designs for Learning: French as a
,
Second Language.- for any
ou.cêips
cegeediag
overlap with other courses within your departments.
Thank you,
Kieran Egan
D
KE:vs
End.
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