Credit units: 3
Offered: Term 1 and 2
Weekly hours: 3 Lecture hours
Department: Curriculum Studies
Upon completion of this course, students should be able to explain the principles that underpin a variety of approaches to English language teaching and assessment, explain factors key to the development and selection of an approach or approaches for particular contexts, articulate their own preferred complex of approaches and the reasons such a complex will enable them to appropriately address the needs of their anticipated learners, and apply these reasoned preferences to short-, medium-, and long-term planning.
Prerequisite(s): ECUR 391.3
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 35 or ECUR 393. Students enrolled in the B.Ed. or PDCEAL programs cannot use TESL 35 for credit to meet B.Ed. or PDCEAL degree requirements. Costs in addition to tuition may apply to this course.
Upcoming class offerings
The syllabus is a public document that provides detail about a class, such as the schedule of activities, learning outcomes, and weighting of assignments and examinations.
Once an instructor has made their syllabus publicly available on USask’s Learning Management System, it will appear below. Please note that the examples provided below do not represent a complete set of current or previous syllabus material. Rather, they are presented solely for the purpose of indicating what may be required for a given class. Unless otherwise specifically stated on the content, the copyright for all materials in each course belongs to the instructor whose name is associated with that course. The syllabus is the intellectual property of instructors or the university.