Faculty of Education The University of Western Ontario B.Ed. Course Outline - Western University
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Faculty of Education
The University of Western Ontario
B.Ed. Course Outline
EDUC5462: Second Language Acquisition: Curriculum & Pedagogy (I/S)
Mondays, 4:30-7:30, Room #2040
Instructor: Diamond Fotiadis
Contact information: dfotiadis@uwo.ca; (519) 661-2111 ext. 88548
Office location: 1080
Office hours: by appointment
Calendar Copy:
An examination of major theories of Second Language acquisition that have had an impact on
and continue to shape the field of French language pedagogy. Emphasis on the application of
contemporary approaches to curriculum development and on education for diverse students.
In accordance with the Ontario College of Teachers, the following Standards of
Practice will be integrated in the learning outcomes of this French as a second
language methodology course:
1. Commitment to Students and Student Learning is exemplified in issues and case
studies discussed by student teachers as they consider factors such as student
cognitive ability, first language competency, learner profiles, positive reinforcement,
and parental and community support as variables that lead to student success in FSL
programs in elementary and secondary schools.
2. Professional Knowledge is informed by provincial and federal language laws, rights
and values; the organizational and policy decisions related to school settings of FSL
programs; and the current practices and approaches for second language instruction.
Student teachers explore teaching concepts for bilingual education and strategies for
teaching/learning and assessment. Students explore the integration of current first
language teaching practices in FSL environments.
3. Professional Practice. Students explore the effects of second language learner
characteristics, self-esteem, fear, and exceptionalities in a variety of FSL settings (split
grade, Immersion, Extended, and Core). Students consider the role that the eclectic-
communicative approach plays in shaping student success in the FSL classroom.
1
Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462Students will reflect upon effective strategies for successful error correction, meeting
the learning needs of students, and how to create environments that will foster life-
long language learning, effective FSL teacher practice that is committed to
promoting achievable learning outcomes and balanced and on-going assessment
strategies in a supportive second language learning environment.
4. Leadership in Learning Communities. Students will consider the importance of
learning a second language in the global community and in the workplace. They will
engage in effective language modelling strategies in French and in group work
activities in the second language. The practicum school assignments will also
demonstrate the importance of communication between the diverse and creative
abilities of the partners in the educational community: peers, associate colleagues,
and members of the community.
5. Ongoing Professional Learning. Students will be encouraged to further their
personal linguistic competencies through grammar review and tests. They will
become familiar with resources available to modern language teachers through
teacher exchanges, provincial and national association conferences and web sites, and
on-line learning communities.
Learning Outcomes:
Learn how curriculum and pedagogy differ in various FSL programs (Core French, early,
middle & late French immersion; extended French; intensive French, etc.)
Develop an understanding of theories and approaches in second language acquisition in
French
Learn how to structure L2 curriculum and pedagogy to address chronic issues in the various
programs & across FSL instruction broadly
Be able to identify key phases in high school students’ French learning
Gain familiarly with pedagogical approaches that enable & motivate French students to
succeed in learning French
Be able to advise students, colleagues, administrators without a background in L2 teaching &
learning, & parents on key issues in L2 teaching, learning, programming, & pedagogy
Be able to design French lessons for a variety of programs (Core French, early, middle & late
French immersion; extended French; intensive French, etc.)
Understand the rationale behind the new FSL curriculum, & plan units & design lessons
accordingly
Have the knowledge base to be able to advocate on behalf of diverse learners in French
Be confident drawing upon & discussing relevant research on FSL teaching & learning in
second language acquisition
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Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462Course Content:
Dates Sujets à découvrir
15 octobre L’acquisition de la langue maternelle et langue seconde (les
approches), les styles d’apprentissages. Réflexion écrite.
Examiner de près de l’apprenant/l’apprenante de FSL), du
22 octobre communicatif à l’actionnel. Réflexion écrite (en salle de classe)
La santé mentale et le bien-être des élèves, les intelligences
29 octobre multiples. Réflexion écrite (en salle de classe)
Les théories de l’apprentissage de lexique dans l’acquisition
5 novembre d’une langue seconde (FLS)
Le rôle de la grammaire dans l’apprentissage d’une langue
12 novembre seconde (FLS) Réflexion écrite (en salle de classe)
19 novembre L’enseignement de l’écoute pour apprendre
7 janvier Les élèves diverses et répondre aux besoins spéciaux
14 janvier Les littératies différentes dans l’enseignement de FLS
21 janvier Stratégies d’enseignement, l’instruction différenciée
Planification d’une unité et plans de leçons
28 janvier Lire pour apprendre
La motivation, la culture, représentation professionnelle, les
4 février normes de déontologie.
11 février
Course Materials:
Course Readings:
There is no required textbook for this course. Weekly readings will be supplied through
OWL or available online.
Assignments and Other Course Requirements:
TÂCHE DESCRIPTION GENERALE DATE d’echéance
Participation 5% Compétences linguistiques Participation en
& Comptences Chaque projet du cours recevra une note qui mesura le classe tout au long
linguistiques français écrit et oral représenté. du cours
5%
Participation
(individuel) Participation dans la classe: assister et partager les
développements des idées, réflexions, motivations,
exercices et activités quotidiennes. De plus, la présence
en cours et la participation en classe tout au long du
10% trimestre seront également pris en compte dans
l’évaluation finale.
Les experiences *Créez une texte-multimodal (inclus les mots, images, le 29 octobre
l’apprentissage musique, vidéos, etc.) qui adresse les questions
d’une langue suivantes :
3
Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462seconde et 1 Comment avez-vous appris votre langue
langue seconde?
maternelle 2 Y a-t-il des ressemblances et des différences entre
l'apprentissage de la langue maternelle et
20% l'apprentissage d’une langue seconde?
(groupe) 3 Quelles stratégies peuvent aider nos élèves à
prendre conscience des avantages de persévérer
dans l'apprentissage du FLS?
*Video, blog, wiki, podcast, etc.
La Présentation Choisis un article ou une étude qui se porte sur Une feuille
professionnelle l’acquisition d’une seconde langue ou un ‘sujet brulant’ d’inscription de
20% en FLS. Présente les idées importantes et comment elles dates
pourraient influencer la pratique professionnelle en FLS. circulera en salle de
(avec un/une Assurez-vous de ne pas créer des diapos surchargées classe. Choisis une
partenaire!) d’écriture. C’est une présentation qui informe sur la date qui vous
profession de l’enseignement de la langue seconde. Elle convenez
est animée par vous! (15-20 min). Ensuite pose une tout au long du
question à la classe qui élabore ou complémente ton cours
sujet. La question doit être accessible à tous les membres
de la classe. Adresse la classe comme si tu es l’enseignant
et non comme un étudiant. Sois engageant/engageante!
Réflexions écrites Le stagiaire écrira des petits comptes rendus réflexifs sur
20 % un aspect étudié ou observé pendant le cours. Ceci est
(individuel) fait en salle de classe.
L’unité de travail Prépare un thème pour le français cadre ou Votre plan complet
(Presentation) immersion. Incluez les éléments suivants dans le projet écrit à rendre le 14
30 % final : janvier
(indivduel ou en 1. Une page titre : vos noms, le niveau et le
groupe) programme, thème, les attentes correspondantes du Présentation
document du Ministère d’Ontario. Le choix entre les
2. Séries d’activités d’apprentissage : 3 à 5 leçons dates suivantes :
d’environs 50 minutes chacune et consécutives (brève). 14, 21, 28 janvier et
(L’intégration de quelques activités avec la technologie et le 4 février
les littératies variées.
3. Indique les adaptations pour les enfants qui nécessitent
une éducation spéciale/diverse
4. Indique les stratégies d’apprentissage que vous avez
choisi et expliquez votre raisonnement.
5. Une liste de ressource et de matériaux.
(exemples : vidéos, sites
internet, livres, images, excursions, invité
spécial)
6. Indique les formes d’évaluations utilisées pendant
l’unité (ex. formative/sommative/rubrique/quiz/oral)
4
Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462Évaluation (Directives spéciales):
1. Tous les travaux devront être rédigés ou présentés en français.
2. 5% par jour sera déduit de chaque travail remis en retard à moins qu’un délai ait été
accordé au préalable pour des raisons spéciales par le professeur du cours.
3. Bien vouloir expliquer au professeur du cours par courriel les raisons de toutes
absences.
L’évaluation prend en compte la présence et la participation en cours, compte tenu des
modalités interactives mises en oeuvre dans les cours de ce diplôme. Prière de soumettre les
devoirs à l’heure. Il arrive cependant des inconvénients dans la vie, alors je vous demande de
me contacter avant la date prévue pour renégocier la date de soumission d’un travail.
Cette négociation est votre responsabilité!
POLITIQUE SUR LA PARTICIPATION
On s’attend à ce que tout le monde assiste à tous les cours; alors, on tiendra compte de votre
assiduité, ponctualité, préparation, coopération, participation aux petites activités et idées
partagées en classe, pendant les cours pour démontrer votre connaissance du contenu des
lectures et activités associées aux lectures et travail linguistique si nécessaire. Si vous ne
pouvez absolument pas assisté à un cours, prière de me laisser savoir avant le cours.
*Il va sans dire que je m’attends à ce que vous ayez fait les lectures prescrites avant de venir
au cours.
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Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462Policy Statements:
Accessibility: The University of Western Ontario is committed to recognizing the dignity and independence
of all students and seeks to ensure that persons with disabilities have genuine, open and unhindered access to
academic services. Please contact the course instructor if you require course materials in an alternative format
or if any other arrangements can make this course more accessible to you. You may also wish to contact
Services for Students with Disabilities (SSD) at 661-2111 x 82147 for information about requesting academic
accommodation, or go to the following website: http://www.edu.uwo.ca/programs/preservice-
education/documents/policies/Accessibility_Western.pdf
ATTENDANCE: The B.Ed. program is an intense and demanding programs of professional preparation.
You are expected to demonstrate high levels of both academic and professional integrity. Such integrity is
demonstrated in part by your commitment to and attendance at all classes, workshops, tutorials, and
practicum activities. Read more about the Faculty’s attendance policy on-line:
http://www.edu.uwo.ca/programs/preservice-education/Attendance%20Policy%202016.pdf
EXCUSED ABSENCES: If you are ill, require compassionate leave, or must miss classes for religious
observance, your absence is excused; you will not be penalized but you are responsible for work missed.
UNEXCUSED ABSENCES: Any absence that is not a result of illness, bereavement, or religious
observance is an unexcused absence. Three unexcused absences will result in you being referred
to the Associate Dean and placed on academic probation. Any further unexcused absence will
result in failure of the course and withdrawal from the program.
Language Proficiency: In accordance with regulations established by the Senate of the University, you
must demonstrate the ability to write clearly and correctly. Work which lacks proficiency in the language of
instruction is unacceptable for academic credit, and will either be failed or, at the discretion of the instructor,
returned to you for revision to an acceptable level.
Late Penalties: Normally, the only acceptable reasons for late or missed assignments are illness (which you
must report to the Teacher Education Office) or extreme compassionate circumstances. Unexcused late
assignments will be penalized at a rate of 5 % per day, and will not be accepted more than 5 days after the due
date unless prior arrangements have been made with the instructor.
Academic Offences: Scholastic offences are taken very seriously in this professional Faculty. You are, after all,
going to be a teacher. Read about what constitutes a Scholastic Offence at the following Web site:
http://www.edu.uwo.ca/programs/preservice-
education/documents/policies/WEB_ScholasticDiscipline.pdf
Plagiarism: Plagiarism means presenting someone else’s words or ideas as your own. The concept applies
to all assignments, including lesson and unit plans, laboratory reports, diagrams, and computer projects. For
further information, consult your instructors, the Associate Dean’s Office, and current style manuals. Advice
about plagiarism and how to avoid it can also be found here:
Plagiarism-Checking:
a. All required papers may be subject to submission for textual similarity review to the commercial plagiarism
detection software under license to the University for the detection of plagiarism. All papers submitted for
such checking will be included as source documents in the reference database for the purpose of detecting
plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing
agreement, currently between The University of Western Ontario and Turnitin.com
(http://www.turnitin.com)
b. Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review
by software that will check for unusual coincidences in answer patterns that may indicate cheating.
Second Language Acquisition: Curriculum & Pedagogy (I/S) & EDUC5462Use of Laptops & Notebooks in Class: As a courtesy to members of the class, please put your cell phone
on ‘vibrate’ or turn it off during class. Lap tops and other electronic devices may be used in a professional
manner to facilitate your activities in the course, but out of courtesy to colleagues and the instructor, please
do not engage in personal networking and non-course communication during class time – save it for before
or after class, or for the break.
SUPPORT SERVICES
A variety of support services are available at Western.
If you need advice or assistance, do not hesitate to get in touch with any of these services.
FINANCIAL ASSISTANCE: Registrarial Services (http://www.registrar.uwo.ca)
WRITING SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)
LEARNING SKILLS SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)
INTERNATIONAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)
ABORIGINAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)
STUDENTS with DISABILITIES: Student Development Centre (http://www.sdc.uwo.ca/)
SOCIAL & CULTURAL ISSUES: University Students’ Council (http://westernusc.ca/services/).
EMOTIONAL or MENTAL DISTRESS: Students who are in emotional or mental distress should refer
to Mental Health @ Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options
about how to obtain help.
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