Department of Education Courses
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Adult Education Courses
Description:
This course consists of an overview of the field of adult education as a field of study with emphasis given to its philosophy, objectives, historical development, and the nature of adult learners. It also examines adult education as a field of practice with emphasis given to methods, techniques, roles, and competencies. This course stresses active student participation and self-directedness.Component(s):
"Lecture"Notes:
Students who have received credit for ADED 200 may not take this course for credit.
Description:
This course is designed to help students develop an understanding of the scope and nature of adult education programs. Emphasis is placed on existing programs, and institutions and agencies providing them. The course stresses active student participation and self-directedness.Component(s):
"Lecture"Notes:
- Students who have received credit for ADED 200 may not take this course for credit.
Description:
This course examines the unique physiological, psychological, and sociological characteristics of adults, their influence on adult learning and development, and their implications for educational intervention. Attention is given to changes which occur at various stages of the adult life cycle, and particularly to the dimensions which affect the adult’s self-concept and orientation to learning, the motivations, needs, and interests which cause adults to participate in educational activities.Component(s):
"Lecture"Description:
The purpose of this course is to review the state of professionalization of adult education. General skills, knowledge, and attitudes expected of adult educators regardless of the setting in which they work are examined. In addition, according to the participants’ needs and interests, an opportunity is given to explore competencies related to the particular roles of, e.g., administrators, program developers, trainers, leaders, instructors, counsellors, and volunteer workers.
Component(s):
"Lecture"Description:
This course is designed to introduce students to how to gain access to and utilize major information sources in adult education. In addition, the course examines research interests and problem areas studied in adult education and related fields, along with current trends and various methods of inquiry used.Component(s):
"Lecture"Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
This course examines the processes, conditions, and skills involved when adults work in groups. Participants develop a knowledge and understanding of group dynamics and acquire the skills needed for using groups as a means of adult learning. One of the approaches this course takes is to have participants learn about group dynamics by being actively involved in various interactive group situations.Component(s):
"Lecture"Notes:
Students who have received credit for this topic under ADED 370 may not take this course for credit.
Description:
This course is designed to give adult educators an opportunity to practise and improve their skills in facilitating adult learning. Different models of educational processes and optimal conditions for promoting adult learning are examined; attention is given to case studies, role plays, and simulation methods and techniques, as well as to individualized learning formats.Component(s):
"Lecture"Notes:
Students who have received credit for ADED 330 or ADED 331 may not take this course for credit.
Description:
The purpose of this course is to assist participants in developing a clear working concept of various models for planning and designing adult learning projects. To facilitate this understanding, the different steps of the process are closely examined and discussed. Participants are given an opportunity to design and conduct a learning activity in the area of subject matter speciality. A systems approach, including methods for evaluating the design of the learning project is emphasized.Component(s):
"Lecture"Notes:
Students who have received credit for ADED 340 or ADED 341 or ADED 343 may not take this course for credit.
Description:
The purpose of this course is to assist participants in developing a clear working concept of various models for assessing the effectiveness of adult learning projects. The course emphasizes a systematic approach to evaluation, techniques for collecting information and providing feedback to program operation and impact. Participants are given the opportunity to conduct an evaluation of an adult learning project in the area of subject matter speciality.Component(s):
"Lecture"Notes:
Students who have received credit for ADED 342 or ADED 343 may not take this course for credit.
Description:
These workshops examine a number of topics and problems related to the field of adult education. The issues considered may differ from year to year and are stated in the Undergraduate Class Schedule. The workshop format is designed to provide adult educators with learning opportunities that are flexibly scheduled or in the form of a one‑week intensive seminar.Component(s):
"Lecture"Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
It is the role of adult educators (agents of change) to confront issues of diversity and to challenge the forces of racism, sexism, classism, homophobia, and discrimination. By integrating notions of education, and by reflecting on the roles of practitioners, this course develops strategies to resist structural inequality and oppression.Component(s):
"Lecture"Notes:
Students who have received credit for this topic under an ADED 498 number may not take this course for credit.
Description:
The purpose of this course is to examine the historical development and current state of adult education in Canada, with special reference to Quebec. Various factors which influenced the development of adult education in our society are explored; the focus is on present status, role and structure, and socio‑cultural and philosophical underpinnings of the field.Component(s):
"Lecture"Description:
This seminar is designed to encourage adult educators to reflect upon and question what one is engaged in and why. A selection of conceptual and philosophical issues underlying adult educational practice is critically examined and discussed. Attention is given to the meaning of words, the nature of ideas and values, the implications of assumptions and principles which are deemed specific in the sphere of the education of adults.Component(s):
"Lecture"Description:
The purpose of this seminar is to study and discuss current issues relating to the field and profession of adult education in general, along with more specific and local concerns. Group and individual interests have an important bearing on the design of this course.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: ADED 201; ADED 202. Students must have completed 15 credits in the program prior to enrolling.
Description:
This internship is designed to assist individual students in achieving a synthesis of their own experiential learning in light of acquired knowledge, skills, values, and attitudes through the clarification of personal aims and the philosophy of adult education.Component(s):
"Lecture"; "Practicum/Internship/Work Term"Notes:
Students will normally enrol in ADED 496 near the end of their program.
Students who have received credit for ADED 495 may not take this course for credit.
Prerequisite/Corequisite:
Students must have successfully completed ADED 486 prior to enrolling.
Description:
This internship is designed to extend the personal aims and philosophy of adult education arrived at in Integrative Internship I, and engage in a special project in an adult education facility where supervision is provided by the host institution.Component(s):
"Lecture"; "Practicum/Internship/Work Term"Notes:
Students who have received credit for ADED 495 may not take this course for credit.
Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Education Courses
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization, the Teaching English as a Second Language Specialization, the Art Education Major, or the Art Education Specialization is required.
Description:
The regulation respecting teaching licences requires that all students admitted to a teacher education program demonstrate their proficiency in the language of instruction as a condition for certification. To fulfill this requirement, students are required to register and write the exam approved by the MEQ. Students must pass this exam prior to the start of the following internships: EDUC 493, TESL 486 or TESL 487, and ARTE 423.Notes:
- This course is marked on a pass/fail basis.
Description:
This course introduces students to a broad range of content in educational psychology, including its scope and methods, learning motivation, growth and development, adjustment, individual differences, guidance, and concept of self.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies is required.
Description:
This course provides an introduction to current theory (e.g. cognitive, social-cognitive, social learning) about children’s development and covers various domains of development (social, emotional, cognitive, physical) from conception to age 12. The implications of children’s development in relation to various contexts (e.g. family, neighbourhood, peers, education) are discussed.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required.
Description:
From a multidisciplinary perspective, this course examines the following topics: the relationship between movement and self-knowledge, psychomotor development, and the role of physical activity in primary education. The course addresses the teacher’s role in incorporating movement into the curriculum for all children, including those with special needs through the use of specific techniques and activities.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Description:
This course introduces the student to the content and form of several major educational theories, and to conceptual and logical procedures of philosophizing about education, with particular reference to teaching and learning.Component(s):
"Lecture"Description:
This course provides an overview of the design and development of training in organizations by introducing students to theoretical and practical concepts. Topics explored include the organizational and personal benefits of training, different modes of delivery including e-learning (an instructional systems design approach to training development), the transfer of learned skills to the workplace environment, the evaluation of training, the management of the development process, and trends and successful practices in the field.Component(s):
"Lecture"Notes:
Students who have received credit for this topic under an EDUC 298 number may not take this course for credit.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies is required.
Description:
This course provides an introduction to the historical and current curriculum models for early childhood and elementary education. The historical and philosophical roots of modern constructivist approaches to curriculum are discussed with an emphasis on how 20th‑century thinkers have influenced contemporary curriculum models. Recent Canadian approaches to curriculum development and provincial curriculum frameworks also are discussed.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course focuses on the role parents play in the various stages of the child’s academic, social, and emotional development. The format for this course is unique in that parents of the children in the observation nursery are involved, and students interact with them by conducting and participating in parent-teacher seminars. Topics include parenting, the impact of the family on the child’s classroom behaviour, child abuse, cultural issues, disciplinary measures at home and in school, the coordination of home-and-school academic goals, and achievement motivation.Component(s):
"Seminar"; "Laboratory"Description:
In this course, students study fundamental communication skills used by effective instructors. By examining how to write the most basic types of instructional content, including definitions, objectives, descriptions and procedures, and the most common forms of written instructional content, including how-to articles and lesson plans, this practical, writing-intensive course emphasizes effective instructional communication methodologies.Component(s):
"Lecture"Notes:
Students who have received credit for this topic under an EDUC 298 number may not take this course for credit.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must be in their first year of the ECEE program in order to enrol.
Description:
In this course, students are placed in a prekindergarten class one day a week for a total of 60 hours. The internship gives students first-hand knowledge of the importance of early education. It permits students to develop preliminary skills in observing, assessing, and meeting the needs of individual children, articulating educational objectives, working effectively with small groups, and planning and implementing a play-based curriculum. The seminar complements the internship by offering a thorough introduction to theoretical and applied aspects of early childhood education through lectures, discussions, and video presentations on such topics as the educational and developmental needs of young children, models of early childhood education, the role of the teacher, play-based curriculum and instruction, health and safety issues, and the design of appropriate prekindergarten learning environments.
Component(s):
"Lecture"; "Practicum/Internship/Work Term"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “B” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat this course only once, the next time the course is given, in order to achieve the required grade.
- Students who have received credit for EDUC 295 and EDUC 296 may not take this course for credit unless required by the Department.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 294. Enrolment in the Early Childhood and Elementary Education Specialization is required.
Description:
The purpose of this course is to teach students how to conduct evaluations at the elementary-school level. Students learn observation techniques, documentation procedures, authentic assessment, and formative and summative evaluation. Students learn how to create a dynamic profile of the child and how to prepare reports for parents, administrators, and specialists. Students conduct observations in recognized educational institutions (40 hours).Component(s):
"Seminar"; "Practicum/Internship/Work Term"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “B” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Students who have received credit for EDUC 371, EDUC 373, and EDUC 375 may not take this course for credit.
Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization, the Art Education Major or the Art Education Specialization is required.
Description:
This course provides an introduction to theoretical and practical knowledge regarding the use of computers in elementary school classrooms. Assignments are designed to provide students with hands-on experience with the computer. Topics include social interaction and equity, problem-solving skills, software evaluation, interactive technologies, and curriculum planning.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
Enrolment in the Major in Child Studies is required.
Description:
This course provides students with an introduction to leadership in childhood settings, with a focus on child care. Issues reviewed include the organizational framework, quality of curriculum, human resources, leadership styles, financial and administrative matters, environments, and community relationships.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210; EDUC 211. Enrolment in the Major in Child Studies is required.
Description:
This course examines social policy as it relates to children and families in Canada. Policies may include such areas as children’s rights, child care, education, health, and social welfare.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210; EDUC 211. Enrolment in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies is required.
Description:
This course introduces students to (1) developmental theories of children’s play, and (2) practical ways that play can be facilitated in early childhood settings. Emphasis is placed on understanding: types of play (e.g. pretend, physical, solitary, social, rough and tumble); play-based curriculum and the role of the educator; toys, materials, and environments that promote high-quality play; cultural diversity and play; and play in inclusive environments.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in an Education program is required.
Description:
This course provides an introduction to advances in the theory, research, and practice of educational technology. Projects and activities allow for a diversity of interests.Component(s):
"Lecture"Description:
This course introduces students to the social and cognitive theories of digital technologies in learning and training environments. These technologies include hardware such as interactive tablets and screens, mobile devices, and software such as online multimedia, video, serious games and social media. This course discusses these technologies using problem-based learning approaches. Students also engage in practical project-based activities.Component(s):
"Lecture"Prerequisite/Corequisite:
The following course must be completed concurrently or previously:EDUC 210. The following course must be completed previously: EDUC 211. Enrolment in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies is required.
Description:
This course is designed to provide students with an in-depth review of the developmental, psychological, and socio-cultural aspects of the child and the family. Emphasis is placed on structural elements related to the modern family (e.g. family size, developmental tasks), family relations (e.g. transition to parenthood, parenting styles, early relationships) and issues related to contemporary families.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Specialization in Early Childhood and Elementary Education, the Specialization in Teaching English as a Second Language, theMajor in Child Studies, or theMinor in Interdisciplinary Studies in Sexuality is required. Students must have completed 30 credits prior to enrolling.
Description:
By evaluating research-informed best practices, this course familiarizes students with approaches to comprehensive sexual health education that are desirable for working with children and youth in a variety of educational settings, including the home, community agencies, and schools. Students critically engage with research-informed strategies, curricula, resources, pedagogies, and approaches to support comprehensive sex education inside and outside of school contexts. The importance of accounting for developmental considerations, learning needs, and local social contexts is stressed.Component(s):
"Lecture"Description:
This course focuses upon the role of gender in different levels of education. Factors such as culture, policy, and language are discussed. The mechanisms by which gender roles are maintained and challenged in educational institutions are also examined through the relevant theories.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course enables students to develop a stimulating and sensitive Culture and Citizenship in Quebec program that promotes children’s ability to explore, examine, and reflect critically on cultural realities via dialogue with others. Relevant resource materials are examined and assignments focus upon development of activities for the elementary-level classroom.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat this course only once, the next time the course is given, in order to achieve the required grade.
Students who have received credit for EDUC 355 may not take this course for credit.
Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210 and EDUC 211. Enrolment in the Major in Child Studies is required. Students must have completed 30 credits prior to enrolling.Description:
This course explores evidence-based approaches for working with children with challenging behaviours, with an emphasis on child-centered approaches. Topics may include the cognitive, affective, and motivational processes that underlie children’s challenging behaviours, and inclusive practices that support children’s engagement in meaningful learning experiences and positive relationships. The course also addresses intervention approaches and resources for teachers, families and communities, aimed at promoting children's resilience, self-regulation and positive classroom experiences.Component(s):
"Lecture"Prerequisite/Corequisite:
The following course must be completed previously: EDUC 210. Enrolment in the Major in Child Studies or the Minor in Education is required.
Description:
This course is an introduction to inclusive practices for children with special needs in childhood settings. Topics include the evolution of special education; laws and policies; current models of service delivery; identification and assessment of learning needs; advocacy; and collaboration with families.Component(s):
"Lecture"Notes:
Students who have received credit for EDUC 450 may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 360. Enrolment in the Major in Child Studies is required.
Description:
This course focuses on the implementation of inclusive practices in early childhood settings. Topics include differentiating and adapting curriculum; meeting the needs of individual children; collaborating with families and professionals; implementing developmentally appropriate practices; and facilitating development in various domains (social-emotional, cognitive, behavioural and communication).Component(s):
"Lecture"Notes:
Students who have received credit for EDUC 490 may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 360. Enrolment in the Major in Child Studies is required.
Description:
This course focuses on the implementation of inclusive practices in school-aged populations, (K – 11 settings). Topics include differentiating and adapting curriculum; meeting the needs of individual students; collaborating with families, teachers, and other professionals; implementing evidence-based strategies to promote literacy and academic achievement; and facilitating social-emotional, cognitive, and behavioural competencies.Component(s):
"Lecture"Notes:
Students who have received credit for EDUC 491 may not take this course for credit.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course enables students to acquire the necessary skills for developing a stimulating and appropriate language arts program for kindergarten and primary grades. Current theories of literacy development and implications for planning and instruction are addressed. The course focuses on listening, speaking, reading, and writing, emphasizing the integration of language arts activities into other subject areas.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 380. Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course is a continuation of EDUC 380 with special emphasis on teaching language arts in Grades 3 to 6. Students become familiar with Quebec Education Program (QEP) guidelines, and various ways to organize and evaluate their implementation.Component(s):
"Lecture"; "Tutorial"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course examines areas of science which are relevant to elementary education and emphasizes the development of the spirit of scientific inquiry. Resource materials, teaching methodology, and classroom activities are examined and evaluated in light of the MEQ guidelines. Assignments emphasize developing activities for classroom use.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course examines the teaching of social studies to elementary-school-age children.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course is designed to give teachers a background in current theories of language acquisition and second language learning. Teaching methodologies such as immersion, enrichment, and core/complementary curricula are studied and resource materials are examined and evaluated. Assignments include the development of appropriate classroom activities at the elementary level.Component(s):
"Lecture"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 12 University credits prior to enrolling.
Description:
This course introduces a conceptual analysis of school mathematics and its application to the early childhood and elementary education classrooms. Topics include numeracy acquisition, counting, whole number operations, and problem solving. Emphasis is placed on the development of children’s thinking and pedagogical practices aimed at assisting students to think mathematically. Current mathematics curricula are examined and evaluated in this context.Component(s):
"Lecture"; "Tutorial"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 386. Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course continues a conceptual analysis of school mathematics and its application to the elementary classroom. Topics include fractions, decimals, proportions, per cents, algebraic reasoning, and geometry. Emphasis is placed on the development of children’s thinking and pedagogical practices aimed at assisting students to think mathematically. Current mathematics curricula are examined and evaluated in this context.Component(s):
"Lecture"; "Tutorial"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 387. Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 credits prior to enrolling.
Description:
This course continues a conceptual analysis of school mathematics and its application to the elementary classroom. Topics include algebra, geometry, probability, statistics, and data analysis. Emphasis is placed on the development of children’s thinking and pedagogical practices aimed at assisting students to think mathematically. Current mathematics curricula are examined and evaluated in this context.Component(s):
"Lecture"; "Tutorial"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “C+” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade.
Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 294;EDUC 297. The following course must be completed concurrently: EDUC 396. Enrolment in Early Childhood and Elementary Education Specialization is required. Students must have completed 60 credits prior to enrolling.
Description:
This internship is a seven-week (245 hours) supervised student-teaching experience in a full-day kindergarten classroom. Students share in the daily work of their co-operating teachers, and progress gradually from being participant observers working with small groups to taking charge of the whole class. Students practise their skills in activity planning, intervention strategies, the evaluation of student learning, and the management of classroom routines.Component(s):
"Practicum/Internship/Work Term"Notes:
- This course is graded on a pass/fail basis. To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve a "pass" grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat this course only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 395 or a grade below the minimum “B” in EDUC 396 must repeat both courses concurrently, even if the student achieves the minimum grade in one of the two courses.
Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 294, EDUC 297. The following course must be completed concurrently: EDUC 395. Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 60 credits prior to enrolling.
Description:
This seminar complements EDUC 395 by providing the opportunity, means, and impetus for students to reflect critically on their teaching philosophy and practice. Topics include the development of appropriate and stimulating learning environments, kindergarten program guidelines established by the MEQ, planning and implementation of learning centres, teaching centres, teaching the “whole” child, teacher-parent relationships, and other current issues in kindergarten education.Component(s):
"Seminar"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “B” grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 395 or a grade below the minimum “B” in EDUC 396 must repeat both courses concurrently, even if the student achieves the minimum grade in one of the two courses.
Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 30 University credits prior to enrolling.Description:
Using language arts and the social sciences as the starting point, this course outlines different models for integrating school subjects in curriculum programming. Special attention is given to social science methodology, thematic planning and project work, and to the use of literature and drama. Students examine the links between the different programs of study developed for Quebec schools and their overall implications for curriculum planning.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210 and EDUC 211. Enrolment in the Major in Child Studies is required.
Description:
This course explores the diversity of contemporary Canadian childhood, including issues related to immigration, language, culture, and socioeconomic status. The course reviews theoretical approaches to diversity and examines how these shape practice with children and families in education and other fields.Component(s):
"Lecture"Prerequisite/Corequisite:
Students must have completed 30 credits prior to enrolling.
Description:
This course examines the interaction between children and technology from a socio-cultural perspective, including the effects of media such as television, computers, and the Internet. Emphasis is placed on the developing child in the context of communication and technology as related to informal educational activities and play.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210; EDUC 211. Enrolment in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies is required.
Description:
This course examines the basic principles and practices of health, safety, physical activity, and nutrition that promote the wellness of young children in early childhood environments. Topics include health promotion; illness and prevention; physical activity; nutrition; safety promotion; preventing child maltreatment; and stress in the lives of young children. Students examine legislative requirements of group care, which are necessary to plan safe, inclusive and developmentally appropriate environments.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in an Education program is required.
Description:
This interdisciplinary course examines the multiple roles that toys and the popular culture of childhood and adolescence can play in relation to development, learning, socialization and identity processes. Topics addressed include cultural and personal meanings constructed around toys, media literacy, the increasing role of new technologies, and issues related to the branding and marketing of toys through the media.Component(s):
"Lecture"Notes:
Students who have received credit for this topic under an EDUC 498 number may not take this course for credit.
Prerequisite/Corequisite:
Students must have completed 12 University credits prior to enrolling.
Description:
This course emphasizes sociological concepts and their theoretical and practical applications to the study of education. The focus is on the following: how the education system is structured, how schooling and education fit into the overall social structure, how educational experiences vary for members of different social groups, the role education plays in gender, class, and racial inequalities, the complexity of issues relating to student evaluation and performance, and the role education plays in social change.Component(s):
"Lecture"Notes:
Students who have received credit for EDUC 421 may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 422.
Description:
This course considers how a particular sociological viewpoint contributes to our understanding of school life. Topics include family, socialization patterns, teacher and pupil perspectives, and how these are interrelated.Component(s):
"Lecture"Notes:
Students who have received credit for EDUC 421 may not take this course for credit.
Prerequisite/Corequisite:
Students must have completed six credits in Education prior to enrolling.
Description:
This course undertakes the study of the impact of political and cultural differences upon educational systems (for example, the impact of language differences, nationalism, colonialism, neocolonialism, political socialization). The approach is comparative, with particular emphasis on contrasting educational systems and practice in selected countries.Component(s):
"Lecture"Prerequisite/Corequisite:
Students must have completed six credits in Education prior to enrolling.
Description:
This course examines the sources and impacts of educational change from a comparative perspective. Topics include pedagogical alternatives; socio-political alternatives; educational implications of technological change and economic policy; policies of elitism and egalitarianism. Methods include comparative case study and analysis of specific theories of educational innovation.Component(s):
"Lecture"Prerequisite/Corequisite:
Students must have completed six credits in Education prior to enrolling. If prerequisites are not satisfied, permission of the Department is required.
Description:
Theories of knowledge are considered in this course, with special attention being given to the bearing of such topics as perception, evidence, truth, knowledge, and belief as relating to educational thought and practice. Students are expected to become familiar with recent periodical and other literature in the field.Component(s):
"Lecture"Prerequisite/Corequisite:
The following course must be completed previously: EDUC 230. If prerequisites are not satisfied, permission of the Department is required.
Description:
The nature of aesthetic value and experience, and theories of art and beauty are examined. The development of the emotions and imagination, and their functions in aesthetic awareness are central concerns of this course. Students are expected to become familiar with the relevant literature in the field.Component(s):
"Lecture"Prerequisite/Corequisite:
Students must have completed 30 credits in a teacher certification program prior to enrolling or must hold a provisional teaching authorization. If prerequisites are not satisfied, permission of the Department is required.
Description:
This course covers the history, the contemporary movements, and the structures of Quebec education. The historical section covers the period from 1608 until the present. Topics included are the legislation, regulations, rules, and directives pertaining to the respective roles of the MEQ, the school boards, the teachers, the parents, and the students in Quebec’s educational system.Component(s):
"Lecture"Notes:
Because this is a required course for all individuals enrolled in a Quebec program of teacher training, the content is controlled by the MEQ.
Prerequisite/Corequisite:
The following course must be completed previously: EDUC 210 or EDUC 211. Enrolment in a teacher training program (ECEE, TESL, Art Education) is required. Students must have competed 30 credits prior to enrolling.
Description:
This course focuses on the education of children with special needs. Emphasis is placed on ways in which classroom teachers can provide appropriate help or instruction to meet the needs of exceptional children. Topics include identification and assessment of learning needs; adaptation of curriculum and activity design, service delivery models; parent-professional relationships; legislative policies.Component(s):
"Lecture"Prerequisite/Corequisite:
The following course must be completed previously: EDUC 210 or EDUC 211. Students must have completed 30 credits prior to enrolling.
Description:
Students examine the implications of diversity in the classroom for teaching, curriculum, and children’s educational experience. Various theoretical approaches are analyzed, including critical pedagogy, multicultural education, and intercultural education. The importance of inclusive curricula is discussed.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 210 and EDUC 211. Students must have competed 30 credits in the Early Childhood and Elementary Education Specialization, or the Major in Child Studies prior to enrolling.
Description:
This course introduces students to research approaches in child studies and education. Students learn how research studies are conceptualized and conducted, the similarities and differences between quantitative, qualitative and mixed-methods research designs, how data are analyzed and interpreted, and gain experience in the critical evaluation and application of research.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 302, EDUC 304, EDUC 406. Enrolment in the Major in Child Studies is required.
Description:
This course has a practicum and seminar component. During the practicum, students develop skills in observation and curriculum planning for children in early childhood settings. Students are required to be on site for two mornings or one full day per week, for a minimum of 60 hours, in a centre-based child-care or preschool setting for children ages 0 to 5 years. The seminar complements the practicum experience and covers theoretical and applied aspects of working with children in early childhood settings. Seminar discussions focus on reflective practices, curriculum planning and using observational techniques, and organization of child-care settings that promote the health, safety and education of children ages 0 to 5 years.
Component(s):
"Seminar"; "Practicum/Internship/Work Term"Notes:
- A minimum “C+” grade is required for students enrolled in this course, in order to complete their Concentration A: Early Childhood Settings for the Major in Child Studies program. Any student who obtains a grade below the minimum “C+” must repeat the practicum and seminar activities (EDUC 465), even if the student achieved satisfactory standing in some of the competencies and/or assignments. Students are allowed to repeat this course only once. Students who achieve a final grade below “C+” during the second time are asked to withdraw from the Major in Child Studies program.
Students who have received credit for EDUC 460 and EDUC 461 may not take this course for credit.
Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 360; EDUC 361 or EDUC 362. Enrolment in the Major in Child Studies is required.
Description:
This course has a seminar and practicum component. During the practicum, students develop skills in observing and planning curriculum for children exhibiting a range of social-emotional, cognitive, behavioural, and academic competencies and needs. Students are required to be in a field placement two mornings or one full day per week, for a minimum of 60 hours in settings such as schools, community organizations, hospitals, or rehabilitation centres. The seminar complements the practicum experience and covers theoretical and applied aspects of working with children in inclusive childhood settings. The focus is on reflective practices, curriculum planning, using observational techniques and monitoring students progress.
Component(s):
"Seminar"; "Practicum/Internship/Work Term"Notes:
- A minimum “C+” grade is required for students enrolled in this course, in order to complete their Concentration B: Exceptionality and Diversity in Childhood Settings for the Major in Child Studies program. Any student who obtains a grade below the minimum “C+” must repeat the practicum and seminar activities (EDUC 465), even if the student achieved satisfactory standing in some of the competencies and/or assignments. Students are allowed to repeat the course in question only once. Students who achieve a final grade below “C+” during the second time are asked to withdraw from the Major in Child Studies program.
Students who have received credit for EDUC 462 and EDUC 463 may not take this course for credit.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Specialization is required. Students must have completed 90 credits prior to enrolling. The following courses must be completed previously: EDUC 200, EDUC 222, EDUC 260, EDUC 264, EDUC 301, EDUC 311, EDUC 356, EDUC 381, EDUC 388, EDUC 395, EDUC 396, EDUC 450, EDUC 454. The following courses must be completed previously or concurrently: EDUC 382, EDUC 384, EDUC 400. The following course must be completed concurrently: EDUC 494.
Description:
The internship is a seven-week (245 hours) supervised student-teaching experience in a primary classroom (Grades 1 to 3). Students share in the daily work of their co-operating teachers, and progress gradually from being participant observers working with small groups to taking charge of the whole class as independent, creative practitioners. Students perfect their skills in lesson and unit planning, intervention strategies, the evaluation of student learning, and the management of classroom routines.Component(s):
"Practicum/Internship/Work Term"Notes:
- This course is graded on a pass/fail basis.
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve a "pass" grade in this course. Students who obtain a grade that is below the required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat this course only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 493 or a grade below the minimum “B” in EDUC 494 must repeat both courses concurrently, even if the students achieve the minimum grade in one of the two courses.
Prerequisite/Corequisite:
Enrolment in Early Childhood and Elementary Education Specialization is required. Students must have completed 90 credits prior to enrolling. The following courses must be completed previously: EDUC 200, EDUC 222, EDUC 260, EDUC 264, EDUC 301, EDUC 311, EDUC 356, EDUC 381, EDUC 388, EDUC 395, EDUC 396, EDUC 450, EDUC 454. The following courses must be completed previously or concurrently: EDUC 382, EDUC 384, EDUC 400. The following course must be completed concurrently: EDUC 493.
Description:
The seminar complements EDUC 493 by providing the opportunity, means, and impetus for students to reflect critically on their teaching philosophy and practice. Topics include the development of appropriate and stimulating learning environments, primary program guidelines set out by the MEQ, planning and implementation of curriculum units, and other current issues in primary education.Component(s):
"Seminar"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “B” grade in this course. Students who obtain a grade that is below the above-required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 493 or a grade below the minimum “B” in EDUC 494 must repeat both courses concurrently, even if the students achieve the minimum grade in one of the two courses.
Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education Specialization is required. Students must have completed 90 credits prior to enrolling. The following courses must be completed previously: EDUC 200, EDUC 222, EDUC 260, EDUC 264, EDUC 301, EDUC 311, EDUC 356, EDUC 381, EDUC 388, EDUC 445, EDUC 450, EDUC 454. The following courses must be completed previously or concurrently: EDUC 382, EDUC 384, EDUC 400, EDUC 493, EDUC 494. The following course must be completed concurrently: EDUC 496.
Description:
Students are placed in an elementary classroom (Grades 4 to 6) for a seven-week student-teaching experience (245 hours). They are provided with the opportunity to continue to develop their own teaching strategies and enhance their skills in curriculum planning and implementation, preparing and evaluating classroom materials, and monitoring student progress. Students participate in the daily routines and educational duties of their co-operating teachers and become involved in student activities.Component(s):
"Practicum/Internship/Work Term"Notes:
- This course is graded on a pass/fail basis.
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve a "pass" grade in this course. Students who obtain a grade that is below the above-required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat this course only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 495 or a grade below the minimum “B” in EDUC 496 must repeat both courses concurrently, even if the students achieve the minimum grade in one of the two courses.
Prerequisite/Corequisite:
Enrolment in Early Childhood and Elementary Education Specialization is required. Students must have completed 90 credits prior to enrolling. The following courses must be completed previously:EDUC 200,EDUC 222,EDUC 260,EDUC 264,EDUC 301,EDUC 311,EDUC 356,EDUC 381,EDUC 388,EDUC 445,EDUC 450,EDUC 454. The following courses must be completed previously or concurrently: EDUC 382,EDUC 384,EDUC 400,EDUC 493,EDUC 494. The following course must be completed concurrently:EDUC 495.
Description:
This course focuses on the discussion, review, and analysis of relevant material in the context of students’ internship placements. Topics include assessment and evaluation; involvement of parents in their children’s education; guidelines established by the MEQ; teaching strategies; self‑reflection and evaluation.Component(s):
"Seminar"Notes:
- To remain in the Early Childhood and Elementary Education Specialization program and to be recommended for certification, students must achieve at least a “B” grade in this course. Students who obtain a grade that is below the above-required level are placed on conditional standing within the program and are informed in writing. Students are allowed to repeat the course in question only once, the next time the course is given, in order to achieve the required grade. Students who obtain a “fail” grade in EDUC 495 or a grade below the minimum “B” in EDUC 496 must repeat both courses concurrently, even if the students achieve the minimum grade in one of the two courses.
Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.English as a Second Language Courses
Notes
Courses in English as a Second Language are designed for students who are not native speakers of English and who need further training in the effective use of English in the university setting. Students must be tested for placement in ESL 202 or ESL 204 and ESL 205 or ESL 206. A fee is charged for the placement test. Information about placement testing may be obtained at concordia.ca/artsci/education/programs/esl or from the Department of Education.
Written work is required in English for these courses; please consult with the Department.
Program students in the Faculty of Arts and Science may take ESL courses for credit, up to a maximum of six credits.
Prerequisite/Corequisite:
Placement by the Concordia Comprehensive ESL Placement Test (ConCEPT) is required.
Description:
This course helps non-native-speaking students develop the language skills necessary for academic work through an integrated program of grammar, vocabulary, reading, and writing. The coursework enables students to build a wide range of vocabulary and grammatical structures and apply them to essential university tasks such as paraphrasing, expository writing, and processing academic texts.Component(s):
"Workshop"Prerequisite/Corequisite:
The following course must be completed previously: ESL 202 or placement by the Concordia Comprehensive ESL Placement Test (ConCEPT) is required.
Description:
This course helps non-native-speaking students strengthen their English language skills and apply them to high-level academic tasks such as critical reading, synthesizing, and integrated writing assignments. Attention is paid to analyzing patterns in written English and making appropriate language choices as well as identifying, integrating, and referencing appropriate academic source material.Component(s):
"Workshop"Prerequisite/Corequisite:
Placement by the Concordia Comprehensive ESL Placement Test (ConCEPT) is required.
Description:
This course helps students develop the oral skills necessary for speaking and listening in an English-speaking academic environment. The focus of the course is the improvement of students’ overall pronunciation skills, including native-like production of English speech at the level of individual sounds, words, and sentences, as well as the development of the listening skills necessary for effective oral communication. This course includes a multimedia language lab component.Component(s):
"Workshop"Prerequisite/Corequisite:
The following course must be completed previously: ESL 205 or placement by the Concordia Comprehensive ESL Placement Test (ConCEPT) is required.
Description:
This course helps students achieve greater intelligibility and fluency by practising oral communication skills in meaningful discourse, as part of communicative activities and public-speaking assignments. Emphasis is placed on the learning of speech phenomena at the discourse level such as production of native-like stress, rhythm, intonation, and speaking rate. This course includes a multimedia language lab component.Component(s):
"Workshop"Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Information Studies Courses
Description:
This course is designed to introduce students to basic research practices. It familiarizes students with a variety of information sources in both print and non-print formats. Emphasis is placed on developing a systematic search strategy in the use and evaluation of the information sources. Topics such as outlining and bibliographic format are covered as part of the research process.Component(s):
"Lecture"Notes:
- Students who have received credit forEDUC 250 may not take this course for credit.
Library Studies Courses
Description:
In consultation with the appropriate supervising librarian, the student is placed in a local library system other than the library in which the student is employed. The duration of the field practice is five weeks. Field practice includes a wide variety of library tasks. In addition, the student is required to complete a written research project on a topic approved by the professor.Teaching English as a Second Language Courses
Description:
This introductory course provides students with a comprehensive idea of what Teaching English as a Second Language entails. Activities are chosen to expose students to the wide range of possibilities of teaching English in Quebec and around the world. Students are initiated into this much-in-demand profession through project-based activities that require them to apply course concepts and put teaching skills into practice. They also develop skills in exploiting spoken and written texts as resources for language learning.Component(s):
"Lecture"Notes:
Students currently enrolled in the BEd and Certificate in TESL programs may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed concurrently: TESL 231.
Description:
The aim of this course is to provide students with a knowledge of the major features of the English sound system, and to prepare them, through practical teaching assignments with ESL students, to apply this knowledge in the language classroom. Contrasts and comparisons are made with French and other languages.Component(s):
"Lecture"Prerequisite/Corequisite:
Enrolment in the Early Childhood and Elementary Education or the Art Education - Visual Arts program is required. Students enrolled in the BEd in Teaching English as a Second Language must take TESL 221 concurrently.
Description:
This course provides students with an introduction to the grammatical system of English: morphemes, words, phrases, clauses, and sentences. Students become familiar with basic concepts and terminology in English grammar along with written usage conventions. They receive a coherent framework for analyzing English grammar, correcting grammar and usage errors, and writing texts designed for specific audiences.Component(s):
"Lecture"Notes:
- For BEd in TESL only: Students who do not achieve at least a C+ grade in TESL 231 are placed on conditional standing within the program and will be so informed in writing by the TESL program director. Students will be allowed to repeat this course only once in order to achieve the required grade.
Students who have received credit for TESL 232 may not take this course for credit.
Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
This course reviews current theory in applied linguistics which relates directly to teaching and learning ESL in the classroom. Techniques and methods appropriate to child, adolescent, and adult learners are discussed and demonstrated. In this course, the emphasis is on classroom-oriented techniques and materials related to the teaching and assessment of listening and speaking skills.Component(s):
"Lecture"Notes:
Students enrolled in the BEd Specialization in Teaching English as a Second Language may not take this course for credit.
Prerequisite/Corequisite:
The following courses must be completed previously: TESL 221; TESL 231. The following course must be completed previously or concurrently: EDUC 200.
Description:
The purpose of this course is to introduce students to the profession of teaching English as a second language to children, adolescents, and adults. Students examine a variety of approaches and methodologies that have been used in the past and how these have contributed to current thinking and practices. They have the opportunity to observe English-language instruction in a variety of settings through visits and video presentations. They discuss issues related to lesson planning, audio-visual aids, classroom organization and management techniques. Special attention is paid to the creation of lessons appropriate to adult learners. A minimum of 30 hours is spent observing and assisting in adult ESL classes. Assignments include classroom-based projects.Component(s):
"Lecture"; "Practicum/Internship/Work Term"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Prerequisite/Corequisite:
The following courses must be completed previously: TESL 221; TESL 231; TESL 326.
Description:
The purpose of this course is to introduce students to the uses of the computer in the ESL class. Students acquire knowledge of computer applications for language learning and how to incorporate this knowledge into classroom practice.Component(s):
"Lecture"; "Laboratory"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Prerequisite/Corequisite:
The following course must be completed previously: TESL 231 with a grade of C+ or better.
Description:
The purpose of this course is to provide students with current approaches, methods, and materials in the teaching of grammar to children, adolescents, and adults of the ESL classroom. Students are prepared to analyze critically and modify published classroom materials related to the teaching and learning of grammar.Component(s):
"Lecture"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Prerequisite/Corequisite:
The following courses must be completed previously or concurrently: TESL 221; TESL 231. If prerequisites are not satisfied, permission of the Department is required.
Description:
This course examines sociocultural and psycho‑linguistic influences on the acquisition of a first and second language. These issues are examined in relation to the learning and teaching of a second language to children, adolescents, and adult learners.Component(s):
"Lecture"Prerequisite/Corequisite:
The following courses must be completed previously: TESL 221 and TESL 231 with a grade of C+ or better. The following courses must be completed previously or concurrently: TESL 415; TESL 427; TESL 467. If prerequisites are not satisfied, permission of the Department is required.
Description:
The purpose of this course is to provide students with an overview of teaching and learning vocabulary. The course explores key theories and research related to vocabulary development throughout history and second language vocabulary acquisition. In-class activities and assignments help students to examine and develop vocabulary teaching strategies to apply to the teaching of vocabulary for elementary and secondary ESL learners.
Component(s):
"Lecture"Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Description:
Specific topics for this course, and relevant prerequisites, are stated in the Undergraduate Class Schedule.Prerequisite/Corequisite:
The following course must be completed previously or concurrently: TESL 426 or TESL 427.
Description:
The purpose of this course is to prepare students to test and evaluate learners in different types of ESL programs. Students examine syllabi and evaluation systems used in the schools and become familiar with evaluation-related documents produced by the MEQ.Component(s):
"Lecture"Prerequisite/Corequisite:
The following course must be completed previously: TESL 324.
Description:
This course continues the presentation of techniques and methods begun in TESL 324. In this course the emphasis is on classroom-oriented techniques and materials related to the teaching and assessment of reading and writing skills.Component(s):
"Lecture"Notes:
Students enrolled in the BEd Specialization in Teaching English as a Second Language may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: TESL 326. The following courses must be completed previously or concurrently: TESL 330; TESL 466; EDUC 210.
Description:
The purpose of this course is to familiarize students with the principles of TESL pedagogy in regular and intensive ESL primary classrooms. This course emphasizes knowledge of primary-school programs and approved materials set out by the MEQ. Students learn classroom management techniques, assessment practices, and how to adapt materials to specific primary‑school contexts.Component(s):
"Lecture"; "Laboratory"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Prerequisite/Corequisite:
The following courses must be completed previously: TESL 426; TESL 466; The following course must be completed concurrently: TESL 467.
Description:
The purpose of this course is to familiarize students with the principles of TESL pedagogy in regular and Language Arts (ESL-LA) ESL secondary classrooms. This course emphasizes knowledge of the secondary programs and approved materials set out by the MEQ. Students learn classroom management techniques, assessment practices, and how to adapt materials to specific secondary‑school contexts.Component(s):
"Lecture"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Prerequisite/Corequisite:
The following courses must be completed previously or concurrently: TESL 331; TESL 341; TESL 424. Enrolment in the TESL Certificate or Minor is required.
Description:
In this course, students practise techniques which were introduced in their methodology courses, TESL 324 and TESL 424. This course includes lectures and field teaching experiences. The lectures will focus on theories and techniques for the assessment of ESL learners. The field teaching experiences will include observation of ESL classes, peer teaching, and the facilitation of sessions with groups of ESL learners. Requirements include lesson planning, assessment of ESL learners, and the evaluation of peers and one’s own teaching performance.Component(s):
"Lecture"; "Practicum/Internship/Work Term"Notes:
Students enrolled in the BEd Specialization in Teaching English as a Second Language may not take this course for credit.
- Students will be allowed to repeat this course only once in order to achieve the required grade.
- Students in the TESL Certificate and Minor must achieve at least a “C” grade in this course.
- See Calendar Section 16.2.6 Repetition of Courses for regulations regarding repetition of courses.
Prerequisite/Corequisite:
The following courses must be completed previously or concurrently: TESL 330; TESL 426; EDUC 210.
Description:
The purpose of this course is to apply the principles acquired in TESL 426 to the teaching of ESL to primary-school learners. Students attend on-campus seminars and spend a minimum of 140 hours observing and teaching in a primary school supervised by a co-operating teacher and a university professor.Component(s):
"Practicum/Internship/Work Term"Prerequisite/Corequisite:
The following course must be completed concurrently: TESL 427. The following course must be completed previously: TESL 466.
Description:
The purpose of this course is to apply the principles acquired in TESL 427 to the teaching of ESL to secondary-school learners. Students attend on-campus seminars and spend a minimum of 140 hours observing and teaching in a secondary school supervised by a co-operating teacher and a university professor.Component(s):
"Practicum/Internship/Work Term"Prerequisite/Corequisite:
The following courses must be completed previously: TESL 426; TESL 466. The following course must be completed previously or concurrently: TESL 427.
Description:
The purpose of this course is to familiarize students with the principles and techniques of teaching comprehension and production skills to advanced secondary learners of ESL. Students are made familiar with current approaches to the teaching of high-level oral interaction skills, reading and writing skills, corrective feedback to writing, and the use of long-term projects and portfolios. The use of authentic English texts such as essays, novels, short stories, poetry, and drama is emphasized.Component(s):
"Lecture"Notes:
- Students who do not achieve at least a C grade in this course are placed on conditional standing within the program and are informed in writing by the TESL program director. Students are allowed to repeat this course only once in order to achieve the required grade.
Students who have received credit for TESL 318 or for this topic under a TESL 498 number may not take this course for credit.
Prerequisite/Corequisite:
The following courses must be completed previously: ENGL 212 and ENGL 213 with a grade of C+ or better; EDUC 200; EDUC 450; EDUC 454; TESL 330; TESL 331; TESL 341; TESL 415; TESL 426; TESL 466; TESL 471. The following course must be completed concurrently: TESL 487; TESL 488. Students must have completed a total of 105 credits prior to enrolling.
Description:
The purpose of this course is to further develop the skills required in teaching ESL to primary-school learners. Students teach a minimum of 210 hours supervised by a co-operating teacher and a university professor. In addition, students attend on‑campus seminars in which they discuss and reflect upon their experiences in the schools.Component(s):
"Practicum/Internship/Work Term"Prerequisite/Corequisite:
The following courses must be completed previously: EDUC 200, TESL 467. The following courses must be completed concurrently: TESL 486; TESL 488.
Description:
The purpose of this course is to further develop the skills required in teaching ESL to secondary-school learners. Students teach a minimum of 210 hours supervised by a co-operating teacher and a university professor. In addition, students attend on‑campus seminars in which they discuss and reflect upon their experiences in the schools.Component(s):
"Practicum/Internship/Work Term"Prerequisite/Corequisite:
The following courses must be completed concurrently: TESL 486; TESL 487.
Description:
The purpose of this course is to integrate the knowledge gained during the BEd with the knowledge that students have acquired during practice in the field. Students reflect on and make explicit their own professional and personal development over the course of the four-year program and set goals for future long-term professional development.Component(s):
"Seminar"Prerequisite/Corequisite:
Permission of the Department is required.
Description:
This course provides an opportunity for advanced students to intensify their study beyond the area of specialization already represented by the curriculum. The selected subject varies with the special interest of the instructor conducting the course in any given year.Prerequisite/Corequisite:
Permission of the Department is required.Description:
This reading course provides an opportunity for advanced students to design and implement a short-term research project under the mentorship of a faculty member regarding second language acquisition (SLA). The selected research topic and research plan may vary from year to year.