OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
Curriculum, Teaching and Learning - Second Language Education Program | |||
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Program Coordinator and Head, Modern Language Centre:
Alister Cumming
Core Faculty
P. Allen
B. Burnaby
S. Churchill
D. Corson
J. Cummins
A. Gagné
E. Geva
B. Harley
N. Labrie
S. Lapkin
M. Swain
M. Turnbull
Associate Faculty
M. Heller, Department of Sociology and Equity Studies in Education
Studies in Second Language Education (SLE) focus on curriculum, instruction, learning, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings, including studies of language learning, methodology and organization of classroom instruction, language education policies and planning, and student and program evaluation as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. The Second Language Education program links with resources and research in the Modern Language Centre, where most of the faculty are located. The Modern Language Centre Resource Collection and la Collection Franco-Ontarienne are located in the OISE/UT Education Commons.
The program offers four degrees: the M.Ed., M.A., Ph.D. and Ed.D. (The program requirements described below apply to students beginning in 1998 and thereafter; students previously registered in the program follow regulations describing Second Language Education as a specialization within the Curriculum Program in versions of the OISE/UT Bulletin prior to 1998.)
Master of Education
Applicants are accepted under SGS general regulations, which specify an appropriate four-year University of Toronto bachelor’s degree or its equivalent from a recognized university, completed with an academic standing equivalent to a University of Toronto mid-B or better in the final year. Applicants with an appropriate three-year University of Toronto bachelor’s degree or its equivalent may also be accepted. Ordinarily, applicants should have at least one year of relevant successful professional experience prior to applying. All applicants are required to submit a résumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.
The M.Ed. program consists of eight half-courses plus a major research paper (MRP); one of the courses must be either CTL 3000H Foundations of Bilingual and Multicultural Education or CTL 3002Y Methodology and Organization of Language Teaching. Students must take a minimum of four half-courses within the SLE program. The M.Ed. program may be taken on a full or part-time basis. All requirements for the degree must be completed within six calendar years from first enrolment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34)
Master of Arts
Applicants are accepted under SGS general regulations. Admission normally requires a four-year University of Toronto Bachelor's degree, or its equivalent, in a relevant discipline or professional program, completed with standing equivalent to a University of Toronto mid-B or better in the final year. Ordinarily, applicants should have at least one year of relevant successful professional experience prior to applying. Enrolment in the M.A. (rather than M.Ed.) program is advisable for students expecting to pursue a doctorate in the future. All applicants are required to submit a résumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.
The M.A. program may be undertaken on a full-time or part-time basis and consists of eight half-courses and a thesis. Students must take a minimum of four half-courses within the SLE program. Courses must include CTL3001H Research Colloquium in Second Language Education, Masters Level plus a course in research methods relevant to the topic of the thesis. Any of the following courses can fulfill this requirement: CTL1018H, CTL1306H, CTL1804H, CTL2004H, CTL2007H, CTL2008H, CTL2808H, CTL3019H, CTL3800H, CTL3802H or CTL3803H. A student wishing to propose an alternative course to fulfill one of the SLE course requirements, will be required to obtain the approval of both the SLE graduate program coordinator and either their faculty advisor or thesis supervisor. All requirements for the degree must be completed within six calendar years from first enrolment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34)
Doctor of Philosophy
Individuals pursuing the Ph.D. typically wish to be university professors in this field. Applicants are accepted under SGS general regulations. A University of Toronto Master’s degree, or its equivalent from a recognized university, completed with an average grade equivalent to a University of Toronto B+ or better is required. Admittance is contingent upon satisfactory completion of a master’s thesis, or the equivalent in the form of a Qualifying Research Paper (QRP). Ordinarily, applicants will have a minimum of two years relevant professional experience prior to applying. All applicants are required to submit a résumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.
The Ph.D. involves six to eight half-courses (depending on previous experience and academic qualifications), comprehensive exams and a thesis embodying the results of an original investigation, and a final oral examination on the content and implications of the thesis. Students must take a minimum of four half-courses within the SLE program. Students are required to take CTL 3801H Research Colloquium in Second Language Education, Doctoral Level as well a research methods course relevant to the topic of the thesis. Any of the following courses can fulfill this requirement: CTL1018H, CTL1306H, CTL1804H, CTL2004H, CTL2007H, CTL2008H, CTL2808H, CTL3019H, CTL3800H, CTL3802H or CTL3803H. A student wishing to propose an alternative course to fulfill one of the SLE course requirements, will be required to obtain the approval of both the SLE graduate program coordinator and either their faculty advisor or thesis supervisor. Two years of consecutive of full-time study are required at the beginning of the program, during which time students usually complete course requirements, pass the comprehensive exam, prepare a thesis proposal and form a thesis committee. All requirements for the degree must be completed within six calendar years from first enrolment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34)
Doctor of Education
The Ed.D. is intended for individuals who have already established a professional career in Second Language Education and wish to make aspects of their professional practice the subject of their graduate studies and thesis research. Candidates are accepted under SGS general regulations. A University of Toronto Master’s degree, or its equivalent from a recognized university, completed with an average grade equivalent to a University of Toronto B+ or better is required. Admittance is contingent upon satisfactory completion of a master’s thesis, or the equivalent in the form of a Qualifying Research Paper (QRP). Ordinarily, applicants will have a minimum of three years relevant professional experience prior to applying. All applicants are required to submit a résumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.
The Ed.D. ordinarily involves eight half-courses (depending on previous experience and academic qualifications), comprehensive exams and a thesis embodying the results of an original investigation, and a final oral examination on the content and implications of the thesis. Students must take a minimum of four half-courses within the SLE program. Students are required to take CTL 3801H Research Colloquium in Second Language Education, Doctoral Level as well a research methods course relevant to the topic of the thesis. Any of the following courses can fulfill this requirement: CTL1018H, CTL1306H, CTL1804H, CTL2004H, CTL2007H, CTL2008H, CTL2808H, CTL3019H, CTL3800H, CTL3802H or CTL3803H. A student wishing to propose an alternative course to fulfill one of the SLE course requirement will be required to obtain the approval of both the SLE graduate program coordinator and either their faculty advisor or thesis supervisor. The Ed.D. requires two consecutive sessions (i.e., one academic year) of full-time study at some point during the program. All requirements for the degree must be completed within six calendar years from first enrolment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34)
NOTE: Other courses may be taken in other programs in the Department of Curriculum, Teaching and Learning; other Departments at OISE/UT; in the Departments of Linguistics; Anthropology; or in language departments at the University.
The following is a list of courses offered within the Second Language Education program. Not all of the courses listed are offered in any given year.
CTL3000H Foundations of Bilingual and Multicultural Education
Foundation course for the Second Language Education Program, also open to students
from other programs. The course is offered for students particularly concerned
with issues of second language instruction, education for minority populations,
and pluralism in education, defined in terms of language, culture (including
religion), or ethno-racial origin. The emphasis is on study of major foundational
writings that have shaped current thinking about these topics and on deriving
implications for reflective teaching practice.
S. Churchill
CTL3001H Research Colloquium in Second Language: Master's Level
This colloquium provides opportunities to become familiar with ongoing research,
research methodologies, and curriculum activities in second-language learning
and teaching.
S. Lapkin and M.K. Swain
CTL3002Y Methodology and Organization of Second-Language Teaching
This course deals with the second-language curriculum: objectives, content,
materials, procedures, and evaluation. Also discussed is the organization of
language teaching from preschool to adult education, including planning and
teacher education.
A. Cumming, A. Gagne, M. Turnbull or staff
CTL3003H Theory of Second-Language Teaching
The first part of this course provides an introductory overall picture of language
teaching theory and reviews recent and current developments of thought. The
second part concentrates on the relationship between language teaching theory
and some major underlying disciplines, in particular, linguistics, psychology,
sociology, and educational theory.
B. Harley
CTL3004H Language Awareness and its Role in Teacher Development
The language awareness movement is based on the belief that a place should be
found in the school curriculum for exploring the nature of language in general:
its rule-governed structure, its variety and its universal characteristics,
the way it is acquired by native speakers and second language learners, its
role in society, its central importance as a tool for thinking and learning,
etc. The aim of the course is to consider the potential of language awareness
as a unifying concept which provides a common basis for first and second language
education, and which plays an important role in teacher development.
Staff
CTL3005H Current Issues in English as a Second Language
This course will consider topics relevant to the teaching of English as a second
language and English as a foreign language. The course will not be designed
as a series of lectures, but as a workshop based on the professional and research
interests of the students in the group. Specific topics will vary depending
on the students' interests, but will normally include curriculum planning and
syllabus design, classroom-oriented research, the teaching of reading, writing,
and oral communication skills, error analysis, pedagogic grammar, and testing.
Staff
CTL3006H Descriptive and Educational Linguistics of English
The syntax, discourse structure, and semantics of present-day English as viewed
by one or more of the current models of linguistic analysis (traditional, structural,
transformational, systemic) and an examination of the relevance of these descriptions
to the teaching of English as a first or second language. A variety of data
will be discussed, and particular attention will be paid to the theoretical
perspectives that underlie current classroom practice.
Staff
CTL3007H Séminaire sur le language et la communication
Ce cours a deux buts principaux : (1) initier les étudiant(e)s aux sciences
du langage et (2) examiner les différentes applications de la linguistique
en milieu francophone. Il aborde les différents niveaux de la langue
(ex. : la phonétique, la morphologie, la syntaxe, etc.) considérés
individuellement et dans leur rapport les uns aux autres, illustré d'exemples
provenant surtout du français.
Prérequis: trés bonne connaissance du français.
N. Labrie
CTL3007H Seminar in Language and Communication
A general introduction to language and communication, focusing on those current
theories that have practical significance for first- and second-language education.
Theories are matched with the descriptive practices they have given rise to,
and course participants develop some descriptive skill through problems in a
variety of languages.
Staff
CTL3008H Critical Pedagogy, Language and Cultural Diversity
Linguistic and cultural diversity have always characterized human societies
and have usually played a central role in mediating power relations between
dominant and subordinate groups. In recent years, theorists working within the
framework of Critical Pedagogy have begun to describe how societal power relations
are manifested in schools both through interpersonal interactions and the hidden
curriculum. In particular, theory has focused on how language use and language
learning interact with dimensions such as class, race, ethnicity, and gender
in mediating power relations within the educational system. The course will
focus on this body of theory and research and explore its applications to current
educational issues related to minority students in both Canadian and international
contexts.
J.P. Cummins
CTL3009H L'éducation des minorités linguistiques et culturelles:
l'analyse comparative de la politique Éducative
Le cours en français traite en priorité de la politique et l'éducation
en langue française destinée aux francophones, ainsi que de la
politique entourant les programmes d'immersion en français. L'accent
est mis sur les implications de la politique définie aux différents
niveaux - fédéral, provincial, conseil scolaire - pour l'enseignement
et le rôle de l'école dans la communauté.
Oral proficiency in French is required; papers in English will be accepted by
request.
S. Churchill
CTL3009H Education for Linguistic and Cultural Minorities: Comparative Policy
Analysis
Educational policies, particularly curriculum policy, are studied for minorities
in Canada, other industrialized nations, and Third/Fourth World nations. Emphasis
is placed on practical aspects of school impacts of policies and on the role
of the minorities in advancing their interests in the policy process controlled
by others.
S. Churchill
CTL3010H Second-Language Learning
Theories and research on second-language (L2) acquisition are considered. Data
from which the processes and strategies of L2 learning may be inferred are examined
through error analysis and in the light of concepts such as interlanguage. The
roles of such variables as age, affective factors, and social factors are considered
in order to account for relative success in L2 learning.
B. Harley or staff
CTL3011H Bilingual Education and Bilingualism
This course will examine bilingual education in its many forms. Particular emphasis
will be placed on research questions and findings related to bilingual education
in Canada - for English Canadians, French Canadians, immigrant populations,
and Native peoples. Issues such as the effects of bilingualism on cognitive
functioning, psycholinguistic abilities, and personality will also be explored.
J.P. Cummins
CTL3011H Bilinguisme et Éducation
Ce cours traite des diverses formes de l'éducation bilingue, surtout
en ce qui concerne les questions et les résultats de recherche relatifs
l'éducation bilingue au Canada destinée aux francophones, aux
anglophones, aux immigrant(e)s et aux autochtones. L'on traite également
de l'impact du bilinguisme sur les processus cognitifs, les habiletés
psycholinguistiques et la personnalité.
Membre de la faculté à déterminer
CTL3012H Communicative Competence
This course examines the notion of communicative competence and explores its
applications to curriculum development for first- and second-language pedagogy.
It provides a thorough orientation to this area of specialization and combines
theoretical, critical, and practical outlooks.
A. Gagne or N. Labrie
CTL3013H Second Language Assessment
This course provides an overview of current practices and problematic issues
in language assessment. Topics include approaches commonly taken to developing
and using language assessment instruments and procedures, their evaluation,
and their applications in specific educational contexts.
A. Cumming
CTL3013H Evaluation de la competence langagiere
Ce cours fournit une introduction cinq domaines de líevaluation langagiere
des langues premieres et secondes: la comprehension auditive, la comprehension
de la lecture, líinteraction orale, líexpression ecrite et la
competence langagiere en general. A líinterieur de chacun de ces domaines,
les principaux instruments de mesure, líusage approprie de ces instruments,
et les questions cles sont etudies. Líevaluation langagiere en milieu
minoritaire est un theme qui sera examine plus particulierement.
M.-J. Berger
CTL3014H Collaborative Learning in Second-Language Classrooms
The rationales for collaborative learning in second-language teaching contexts
will be examined with particular reference to second-language acquisition theory
and research. Students will experience collaborative learning in order to understand
its advantages and disadvantages.
M.K. Swain
CTL3015H Seminar in Second-Language Literacy Education
A seminar to examine research on literacy education in second, foreign, or minority
languages in subject or medium of instruction programs. Psychological and social
perspectives are explored in relation to commonalities among and differences
between second-language teaching in various kinds of world contexts.
B. Burnaby or A. Cumming
CTL3016H Minority Groups and Cultural Determinants of the Curriculum
This course will focus on the schooling of children from immigrant/ethnic backgrounds.
It will emphasize family dynamics in the Canadian social and educational environment
and the role of language, including ESL/FSL and the home language. Among groups
to be considered are refugee children.
S. Churchill
CTL3017H Reading in a Second Language
This course will provide the student with a better understanding of current
issues in reading in a second language (L2) by focusing on theoretical and practical
questions. Theories and research on reading in a first language (L1) will be
examined for their relevance to reading comprehension in L2. A cognitive developmental
approach will be used to examine the applicability of research findings on topics
such as: background knowledge; text structure; comprehension strategies; study
strategies; cultural differences; and reading in various content areas. Students
will be encouraged to develop their own research questions and to apply these
to practical L2 reading contexts.
E. Geva
CTL3018H Politique et aménagement linguistique
Ce cours porte sur l'étude de la pratique et de l'analyse de l'intervention
humaine sur la langue ou sur les situations linguistiques. Notre objectif sera
de mieux comprendre pourquoi et comment on en vient à élaborer
des politiques linguistiques, quelles en sont les composantes et les principales
étapes, et de quelle façon les politiques linguistiques se répercutent
dans les programmes scolaires. Les cas que nous étudierons proviendront
principalement de la francophonie, l'accent étant mis sur les expériences
canadiennes, notamment au Québec et en Ontario. La question des droits
scolaires en Ontario retiendra tout particulièrement notre attention.
N. Labrie
CTL3018H Language Planning and Policy
The study of language planning and policy-making is a relatively recent field
and represents new realizations about how governments and other bodies have
involved themselves in language issues. This course aims to provide some understanding
of work in this field, the way in which it is developing and the problems it
faces. The course will emphasize practical examples of language planning and
policy issues drawn from Canada and other countries, and there will be scope
for students to nominate examples, topics or case studies for class consideration.
The course is suitable for students interested in the wider policy contexts
in Canada and overseas of language education and language issues.
N. Labrie
CTL3019H Research Themes in Canadian French as a Second Language Education
The last twenty-five years have seen extensive research in FSL education in
Canada, largely as a result of the advent of immersion programs. The course
will attempt a state-of-the-art assessment of research issues spanning aspects
of program design, evaluation, and implementation of all forms of FSL education
with particular attention being given to research methods (core, extended, immersion,
and adult FSL).
S. Lapkin
CTL3020H Writing in a Second Language
This course focuses on second-language writing, with special attention to relations
between research, theory, and practice. Topics include text, psychological and
social models of second-language writing instruction and learning, ways of responding
to student writing, and techniques for evaluating writing.
A. Cumming or S. Lapkin
CTL3021H Pedagogical Grammar of French
This course offers FSL teachers the opportunity to deepen their understanding
of the French language system, and to consider what teaching strategies and
techniques can facilitate their students' learning of the language system without
compromising the important emphasis on the experiential use of the language.
French "grammar" is broadly defined to include aspects of the sound system,
vocabulary, syntax and discourse (oral and written).
B. Harley or S. Lapkin
CTL3022H Languages in Aboriginal Education
This course introduces students to information about Aboriginal languages in
Canada and structures of formal education for Aboriginal students. Trends in
Aboriginal and official language use will be compared with expectations based
on school language policies and implementation in terms of curriculum, teaching
approaches, syllabus design, teacher hiring, and preparation. Implications of
various social and political factors in aboriginal communities and their environments
will be discussed. This course addresses issues in Aboriginal language maintenance
and enhancement in Canada with special emphasis on the role of the school. Matters
relating to official language education are also considered. Examples from indigenous
language communities outside of Canada will be included.
B. Burnaby
CTL3023H Le Français Canadien d'un Point de Vue Educatif et Sociolinguistique
Ce cours a pour but de familiariser les étudiantes et étudiants
aux caractéristiques principales du français canadien. Il s'agit
d'abord d'en retracer les origines et l'évolution historique, puis d'en
dégager les principaux traits, du pointe de vue lexical, phonétique,
morphosyntaxique et discursif. Nous examinerons en outre des phénomènes
sociolinguistiques entourant la construction de la norme et l'insécurité
linguistique. Ce cours se veut aussi une initiation pratique à la recherche
sociolinguistique appliquée au français canadien et une réflexion
sur ses implications pédagogiques.
N. Labrie
CTL3797H Practicum in Second Language: Master's Level
Supervised experience in an area of fieldwork, under the direction of faculty
and field personnel. Inquire at the department office at least two weeks before
the beginning of term.
Staff
CTL3798H Individual Reading and Research in Second Language Program: Master's
Level
Specialized study, under the direction of a staff member, focusing on topics
of particular interest to the student. While course credit is not given for
a thesis investigation proper, the study may be closely related to a thesis
topic.
Staff
CTL3799H Special Topics in Second Language Program: Master's Level
A course designed to permit the study (in a formal class setting) of specific
areas of second language education not already covered in the courses listed
for the current year. (This course does not fulfil the purpose of CTL3798, which
is normally conducted on a tutorial basis.)
Staff
CTL3800H Second Language Classroom Research
The research on second-language teaching and learning in classrooms will be
examined critically. Theoretical issues, research methodology, and substantive
findings will be discussed with a view to implications for the conduct of future
research, research directions, and teaching practices in second-language classrooms.
M.K. Swain
CTL3801H Colloquium in Second Language Education: Doctoral Level
This colloquium provides opportunities for intensive individual and group study
of specific problems in second-language learning and teaching.
M.K. Swain and S. Lapkin
CTL3802H Research Seminar in Multilingual/Multicultural Education
A critical analysis of research on multilingual/multicultural phenomena intended
(a) to broaden students' knowledge of advanced research in the area, and (b)
to increase awareness of the advantages and disadvantages of different methodologies
applied to a wide variety of research questions. The course is designed primarily
for students intending to pursue thesis research in this area; course requirements
include reviewing the literature on a particular topic and designing an empirical
study to address specific issues. Previous or concurrent coursework in statistics
is required.
J.P. Cummins
CTL3803H Ethnographic Research in the Language Disciplines
The goal and main assignment of this course is the development of a draft thesis
proposal for doctoral research in first or second language topics. Ethnographic
research covers all those methods of inquiry typically used in qualitative research,
such as interviews, content analysis, focus groups, discourse analysis, triangulation,
questionnaires, observation studies, and case studies. It also covers the broad
approaches to research that use these methods: classical ethnography, ethnography
of communication, and critical ethnography. Participants will be free to concentrate
on methods that interest them and to mix methods according to need.
D.J. Corson
CTL3804H Advanced Colloquium in the Educational Linguistics of English
This colloquium deals with selected aspects of the syntax, semantics, stylistics,
and phonology of present-day English, including such topics as varieties of
English and related pedagogical issues, and the linguistic analysis of learning
materials for English as a first or second language.
Staff
CTL3805H Aspects of Second-Language Acquisition
This course provides an in-depth examination of research on specific aspects
of second-language acquisition and explores the relevance of this research for
second-language teaching practice.
Prerequisite: Permission of instructor.
B. Harley
CTL3997H Practicum in Second Language Program: Doctoral Level
Supervised experience in an area of fieldwork, under the direction of faculty
and field personnel. Inquire at the department office at least two weeks before
the beginning of term.
Staff
CTL3998H Individual Reading and Research in Second Language Program: Doctoral
Level
Specialized study, under the direction of a staff member, focusing on topics
of particular interest to the student. While course credit is not given for
a thesis investigation proper, the study may be closely related to a thesis
topic.
Staff
CTL3999H Special Topics in Second Language Program: Doctoral Level
A course designed to permit the study (in a formal class setting) of specific
areas of second language education not already covered in the courses listed
for the current year. (This course does not fulfil the purpose of CTL3998, which
is normally conducted on a tutorial basis.)
Staff
OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
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