Students will draw together theoretical concepts from 700 and 701, and apply those frameworks to their own research. Students will present work in progress, and discuss and critique the work of other graduate students, faculty members and visiting scholars. Published research reports which exemplify a variety of research methodologies will be discussed.
This course designed to meet the needs of a wide spectrum of educators with diverse experience in language education. It provides a survey and analysis of fundamental issues and concepts related to second, bilingual or foreign language curriculum and pedagogy as well as an introduction to theory and research in second language acquisition (SLA). Descriptions and evaluations of different theories of SLA and an examination and analysis of relevant empirical work are offered.
This course is an introduction to the major approaches to research in education. The methods arising from their assumptions are reviewed, with emphasis on the nature of questions addressed and the forms of explanations sought. Students will apply the emergent issues in their own areas of interest.
This course is intended for pre-service students who wish to provide linguistically and culturally responsive pedagogy to children in Canadian classrooms where diversity is fast becoming the norm. It is also intended for students who plan to gain additional qualifications in English as a Second Language (ESL) after completing their pre-service year to be qualified to teach ESL through grades 1 to 12. Topics addressed in the course include: linguistic as well as academic, cultural, cognitive, and psychological issues that arise when teaching English Language Learners (ELLs); basic concepts and principles of second language (L2) learning and “best practices” in L2 teaching; and content based instruction (CBI); L2 learning and assessment, and K-12 program models, and advocacy.
The main objective of this course is to introduce students to a systemic and analytical study of multicultural education as well as to explore some of its practical applications in school settings. This course examines various approaches to multicultural education and discusses their relevance for the formulation of policies and practices in education. Course objectives include the following:
Garbati, J. (in progress). English Language Learners in Core French Programs. Ph.D. (Curriculum Studies). UWO.
Ke, X. (in progress). A Study of Canadian University Students Learning Chinese as a Foreign Language Ph. D. (Curriculum Studies). UWO. (co-supervisor)
Cooke, S. (in progress). FSL Teachers' Preparedness to Teach in Core and Immersion Classrooms. M.Ed. (Curriculum Studies). UWO.
Kdith, N. (in progress). Job Satisfaction of Core French and Homeroom Teachers: A Comparative Case Study. M.Ed. (Curriculum Studies). UWO.
Bridge, J. R. (in progress). Motivation and Computer Assisted Language Learning. M.Ed. (Curriculum Studies). UWO.
Vidwans, M. (2011). The Lexicon of Science: Extracting the Scientific Vocabulary from Written and Spoken Corpora. M.Ed.(curriculum studies). UWO
Ansems, L. (2010). Ontario's New Teacher Induction Program: Is it Meeting the Needs of Novice FSL Teachers? M.Ed. (Curriculum Studies). UWO.
LeGros, N. (2010). Developing Teaching Communication Competence in International Graduate Students. M.Ed. (Curriculum Studies). UWO.
Tang, R. (2009). Chinese Heritage Language Maintenance in a Heritage Language School. M.Ed.(Curriculum Studies). UWO.
Qureshi, V. (2009). An Investigation into the Challenges Facing ELLs in Ontario's Multilingual English Language Arts Classrooms. M.Ed. (Curriculum Studies). UWO.(co-supervisor)