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Interdisciplinary Linguistics Program
Division of Humanities and Fine Arts
Curriculum Mapping Document Submitted to David Parkinson, Vice-Dean Humanites, On ………………………………….
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Contents The Executive summary of the document p. 4 Part I. Introduction. The role of Linguistics in a modern Canadian University p.5 1. Linguistics as a discipline in Canadian universities p. 5 2. Linguistics in the University of Saskatchewan: program growth and development in the last decade
• Program overview • The pertinence of Linguistic studies in Saskatchewan. “The sense of place” • The increase in Student Enrollments • The increase in numbers of majors and graduates • Financial viability of Linguistics program • Innovative methodologies and techniques • Aboriginal development • The evolution of the program; program reforms • The evolution of the program: development of new courses to enhance disciplinarity and
interdisciplinarity • Faculty research • Graduate program development and graduate student supervision
Part II. Aims, objectives, tools and methods of Curriculum Mapping in the Interdisciplinary Linguistics Program 1. Designing the plan for Curriculum Mapping (CM) activities; the steps of CM. 2. The aims of Curriculum Mapping activities in the Interdisciplinary Linguistics Program: • Alignment with the major objectives and teaching/learning goals of the College of Arts and Science; identifying and specifying the goals for Linguistics Program Development; • Comparison with other Linguistics programs in Canada and abroad; • Conducting a poll of students’ opinions of the program performance; • Identifying the areas of potential improvement, designing and implementing a plan for further program development in alignment with the Divisional and 3. The use of Curriculum Mapping resources by the College of Arts and Science and the Gwenna Moss Centre for Teaching Effectiveness by the Linguistics Program
1. Participation in the Curriculum Mapping workshops by Linguistics program members 2. Consultations with Curriculum Mapping support staff 3. Interdisciplinary Linguistics Program Committee and Subcommittee 4. A comparison with other programs in Canada and abroad. 5. Questionnaire studies of the performance of the Linguistics program, program strengths and
areas for improvement: a) Faculty b) Linguistics Students c) Linguistics Program majors 6. Data storage and processing
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Part IV. The results of curriculum mapping: program strengths and directions or further development 1. Linguistics courses: learners profile 2. Linguistics courses: distribution by years in the program 3. Linguistics courses: instructional methods 4. Linguistics courses: assessment methods 5. Alignment of course goals with the program goals 6. The results of faculty survey 7. The results of majors’ survey 8. The results of students’ survey
Part VI. Curriculum mapping applications 1. The place of Linguistics in the College of Arts and Science: Vision for the future. Program
priorities. 2. Summary of the program strengths 3. The resulting revisions in the Linguistics Program and the creation of the two concentrations to
reflect the program priorities. 4. The issue of resources in the program. The necessity of creating two Faculty positions in
Linguistics in order to support the continued program growth and to answer the students’ demand in Linguistics courses. The fiscal and other advantages of investing in two positions in Linguistics.
Conclusion APPENDICES Appendix 1. Answers to the program development questions posed by Vice-Dean Parkinson in the Fall 2012. Appendix 2. Linguisics Faculty Survey Appendix 3. Linguistics Majors Survey Appendix 4. Linguistics Students Survey Appendix 5. Evaluated courses within the 4-year BA (are also constituents of 3 yr and Honours BA) Appendix 6. Courses contribution to program outcomes Appendix 7. Linguistics Undergraduate courses offered in the U Alberta, Department of Linguistics,
Faculty of Arts Appendix 8. A list of Linguistics courses not available in the U of S (as compared to 6 other surveyed Canadian programs)
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The executive summary The current document overviews the place of the Linguistics Programs in Canadian universities, establishes the place of the Linguistics program in the University of Saskatchewan as its core Interdisciplinary program with impact on a range of other programs in Humanities, Social Sciences and Sciences, as well as reports the results of the program development over the last decade. The document also outlines the stages of Curriculum Mapping Process in Linguistics, and gives a detailed description of the results of the Curriculum Mapping. Linguistics is shown to have significantly increased the numbers of its students, graduates and majors over the last decade. The numbers of Linguistics students in the program have grown up by 4 times, yet the resources in the program have remained unchanged since 1970-2000. The results of student and majors survey indicate a very high degree of satisfaction of the students with their courses and program. However, students, majors and Faculty comment on the inadequacy of the current resources in Linguistics and the need for the expansion of the course offerings and the increase of the Faculty body. The document indicates that the Linguistics program aligns well with all the five priorities of the College. Despite the overload of Linguistics Faculty, they not only offer innovative programming, online and community-oriented courses, but they also engage in advanced research, have a commendable publications record, and engage in community outreach. The research projects of Linguistics Faculty have attracted the attention of the community. The document further specifies the outcomes of the Curriculum Mapping: the reform of the undergraduate 4 year program to include two streams that reflect the program priorities outlined within the CM process: speech and language sciences stream and general/applied linguistics stream. The student demand of courses in these areas requires the addition of 2 faculty position in Speech and Language Pathology and General Linguistics/ESL.
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Part I. Introduction.
The role of Linguistics in a modern Canadian University 1. Linguistics as a discipline in Canadian universities Linguistics is a scientific study of language, which serves as the major tool of cognition, knowledge storing and communication of human species. Moreover, language also serves as the tool for identifying and expressing all levels of social structure from a family and a local village to the nations and the global village. Linguistics explores the power and dynamics of language and investigates its applications in the lives of individuals, groups, and societies.
The complexity of the subject of human language determines the variety of the field and its inherently interdisciplinary nature with the connections and applications running into the most diverse range of disciplines in sciences (e.g., biology, mathematics, information science, computer science, acoustics, aerodynamics), engineering (artificial intelligence), medicine and health sciences (speech and language pathology and audiology), humanities (languages, literatures, literary text analysis, poetry analysis), fine arts (music, calligraphy, visual arts), social sciences (psychology, sociology, political studies), and education (language teaching/learning methods).
A linguistics program therefore provides students with a versatile foundation from which to explore diverse interests, to acquire skills and knowledge for a wide range of careers, to do groundbreaking research, and to create innovative ideas, methods, and applications to solve real-world problems. Since language in some form lies at the root of most human activities, commitment to a strong linguistics program is critical to the university’s mission to provide “instruction and research in the humanities, sciences, social sciences and other areas of human intellectual, cultural, social and physical development” (University of Saskatchewan Act 1995, II.4.1).
The importance of linguistic studies is widely understood in Canada, a country with two official national languages and numerous First Nations’, Métis and heritage languages functioning in its multicultural communities.
A modern university is inconceivable without a strong Linguistics Program. Linguistics is one of the fastest-growing research-intensive academic disciplines in Canada.
Since Linguistics is one of the well recognized areas of academic pursuit as well as offers a promising career to program graduates, all the Canadian provinces without an exception have developed undergraduate linguistics programs in their major universities, and all the top-ranking Canadian universities have graduate programs in linguistics and/or applied linguistics. Not only in Canada, but around the world, all major universities have linguistics departments. To give only a few examples, the Department of Linguistics of Toronto University currently numbers 23 full-time faculty (http://linguistics.utoronto.ca/people/faculty.html ), McGill University has 12 full-time faculty, and the Linguistics Department of the University of Alberta has 14 faculty members. All these full-time faculty resources are supplemented by Linguists hired in other departments (mostly Languages, English, Psychology, Anthropology) as well as by sessional and visiting lecturers. In order to stay competitive, even smaller universities build Linguistics departments with an ample body of Faculty. For example, our close neighbors comparable to the University of Saskatchewan in size, University of Manitoba and University of Calgary have Departments of Linguistics with 9 full-time faculty each, also further supported by sessional and adjunct lecturers.
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Some major Canadian universities offer more than one specializations in linguistics, e.g., University of Toronto has undergraduate degrees in French as the Second Language, French Language and French Linguistics, and Linguistics; and graduate degrees in Linguistics, Theoretical Linguistics, Psycholinguistics, Slavic Linguistics, French Linguistics, French language and linguistics, and Italian Applied Linguistics. York University offers undergraduate programs in Applied Linguistics and Linguistics. The Department of Applied Linguistics in Brock University offers undergraduate programs in Applied Linguistics, Communication Disorders, Speech and Hearing Sciences, Teaching English as a Second Language (TESL), Applied Linguistics and Child and Youth Studies, Applied Linguistics and English Language and Literature. The Department and its faculty also contribute to the offering of a vast range of programs in other units, such as Center for Canadian Studies, Department of Classics, Center for Digital Humanities, Department of Dramatic Arts, Department of the English language and literature, Department of History, Center for Liberal Arts, Center for Medieval and Renaissance Studies, Department of Modern Languages, Literatures and Cultures, Department of Music, Department of Philosophy, Center for Studies in Arts and Culture, Department of Visual Arts. (http://www.canadian-universities.net/Universities/Programs/Linguistics_and_ Applied_ Language.html; http://www.gradschools.com/listings/Canada/linguistics_canada.html; http://www.brocku.ca/humanities/degree-programs/undergraduate) Canadian universities that aspire to attract students and investments are seriously committed to expanding their Linguistics programs and facilities for Linguistics research and teaching. For example, University of Western Ontario has recently obtained a Canada Research Chair in Linguistics and a state-of-the-art research facility for linguistics research and teaching called the Theoretical and Applied Linguistics Laboratory.
One of the areas of priority in expanding Linguistics and Applied Linguistics programs in Canada is studies of English as the Second/Foreign Language that attract not only a large body of Canadian immigrant population, but also huge numbers of students mainly from China and Asia (e.g., Brock university: http://www.brocku.ca/humanities/degree-programs/undergraduate)). Another direction to pursue research in Linguistics bridged with Cognitive Science, Medicine and Psychology. For example, the Department of Linguistics of McGill University collaborates with the Montreal Neurological Institute and plays the key role in a recently established Centre for Research on Language, Mind and Brain.
The Linguistics Department of the University of Alberta has recently set up a Centre for Comparative Psycholinguistics which includes two labs for study of local minority languages (http://ccp.artsrn.ualberta.ca/).
The contribution of Canadian linguists to the field is considerable. Some of the world’s most distinguished linguists work in Canadian universities. Among them are Henry Rodgers, who studies the acoustics of speech sounds (Rodgers, 2000), Terrance Nearey (Nearey, 1997), an expert in speech perception, Ellen Bialystok, who explored benefits of multilingualism for intellectual development of children (Bialystok & Martin, 2004), reading acquisition (Bialystok, Luk, & Kwan, 2005) and for dementia prevention in the old age (Bialystok, Craik, Klein & Viswanathan, 2004). Of particular significance is the work of Canadian linguists who study aboriginal languages, e.g. H. C. Wolfart (Algonquian), A. Wolvengray and F. Ahenakew (Cree), E.D. Cook and K. Rice (Dene).
Linguistics is not only a subject of scholarly studies. Since almost every person on earth has acquired at least one language and uses it for communication on the daily bases, the issues of language structure, use and acquisition are of extreme interest to the general public. Many linguistic topics, such as conversation strategies in male-female communication or difficulties of cross-cultural communication have become topics of TV programs. Linguists help to create artificial languages used not only in specialized areas, such as computer science and communication, but also in entertainment industry
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(Klingon’s language in Star Trek, Furby toys, etc.). Many books about linguistic issues have become national and international bestsellers (e.g., Abley, 2003; Pinker, 1999). On the local stage, linguistics projects aimed at the preservation of the minority languages (aboriginal or heritage) attract the attention of the community and of mass media and help to establish connections between the university and the community (Adam, 2011; Makarova, 2011; Makarova, 2012) 2. Linguistics in the University of Saskatchewan: program growth and development in the last 10 years Program overview Undergraduate Linguistics program in the University of Saskatchewan currently exists in 3 forms: BA Linguistics 3-year, BA Linguistics 4-year, and BA Linguistics Honours (introduced in 2010). Linguistics courses are also included into a number of other programs in the university: Modern Languages, Women and Gender Studies, International Studies and Anthropology. Linguistics courses are also taken by students from all over the campus to fulfill Social Science requirement. The role of the undergraduate Linguistics program is therefore threefold: -- to provide high quality tuition to students majoring in Linguistics, who upon graduation will be well prepared to take upon a number of important social occupations, such as health workers, speech and language therapists, audiologists, language teachers, editors and publishers, communications officers, translators, etc.; -- to provide supporting courses for cognate programs (ML, WGST, IS, Anthropology and others); -- to provide students with basic social studies knowledge and an awareness of the structure and functioning of language in society; develop their communication skills, nuture respect of ethnic and language minorities, foster a better understanding of multilingualism and multiculturalism and of their roles as Canadian citizens. Linguistics in the University of Saskatchewan is an interdisciplinary program. While most of Canadian and North American Linguistics programs have their own departments, there are also a few precedents of Interdisciplinary programs offered with contributing faculty from a few departments (for example, Linguistics program in the University of Western Ontario). The faculty in the Linguistics program was housed in the Department of Languages and Linguistics until the restructuring and renaming of this department in 2012. Since September 2012, Linguistics program and its faculty are housed in the Department of Religion and Culture. The transfer provided the program with more administrative freedom and a better environment for development of its autonomy in programming matters. Linguistics program is governed by an Interdisciplinary Linguistics Program Committee. Between the sessions of the Linguistics Committee, the power of administrative decisions in all program matters is in the hands of the Linguistics program Chair. Linguistics committee currently consists of two Linguistics Faculty, an Adjunct Linguistics Faculty member, plus representatives of the Department of English, Computer Science, Psychology, Ron and Jane Graham Center for the Study of Communication, and 2 Student Representatives (i.e., elected members of the Linguistics Students Association delegated by the Association to take seat in the Linguistics Committee).
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The pertinence of Linguistic studies in Saskatchewan. “The sense of place” Saskatchewan has an enormous need for linguistic research, since a large variety of languages is represented in the province (Magocsi, 1999). Among them are English and French (Jackson, 1969; Senior, 1987; Julien, 1995), the two official languages of the country. Some research has also been done of the aboriginal languages, including Assiniboine, Cree, Dene, Dakota and Saulteaux (Ojibway) (Freeden, 1991; Marino, 2002; Mithun, 2001; Okimasis & Ratt, 1992; Starks, 1995; Wolfart & Carroll, 1981; Wolfart, 1996; Reinholtz, 1999) and of unique Creole languages like Michif and Bungi (Ens, 1996; Barkwell, Dorian & Préfontaine, 1999).
Other heritage languages of the province, such as Irish (Cottrell, 1999; 2000), Ukrainian (Kerr & Hanson, 1982), German (Deck, 2004; Anderson, 1990), Russian (Tracie & Tarasoff, 1996), Amharic, Filipino, Hebrew, Japanese, Norwegian, Urdu, Vietnamese and others (Saskatchewan Organization for heritage languages) have hardly attracted the attention of researchers. The research into the languages of the province is yet in its initial stages because of the lack of trained specialists in the field, and more linguistic and sociolinguistic information about the features and state of all the province’s languages has to be gathered (Fredeen, 1991).
It is well known that the issues of national identity are connected with the state of native language maintenance. Language is in inseparable part and condition of culture and self-identity of any nation, since “it is through language that culture is learnt and maintained” (Levi-Strauss, 1963). It therefore appears obvious that linguistics is an inseparable and essential part of humanistic and social studies at the university level.
Moreover, Saskatchewan is an aging province with a high deficit of specialists in speech and language pathology. Linguistics is one of the major pathways into speech pathology; hence linguistics development would have a positive effect on the state of the province’s healthcare. Despite the demand in linguists and linguistic research in the province, the universities of the province do not match this demand in faculty body. The University of Regina/FNU have only three full-time Linguists, whereas the University of Saskatchewan currently has 1.5 full-time Linguistics faculty, which as shown above, goes well beyond any Canadian or International academic practice.
This situation cannot last any more, it appears that the administration of the University of Saskatchewan needs to stand up to the demand of the population of the province and of the students in the university and provide the Linguistics program with adequate resources. The College of Arts and Science at the University of Saskatchewan is uniquely and advantageously positioned to bring together the arts and sciences in one administrative unit. The benefits of this structure are in its potential to develop and nurture interdisciplinary programs, such as Linguistics.
The existence of a high demand in Linguistics is demonstrated by the dynamics of the enrollment numbers in the program over the last decade. The increase in Student Enrollments While the enrollments in the College and the Division have been stable or on a slight decline, Linguistics program shows exceptional rates of student body growth in the last decade. The dynamics of enrollments in Linguistics courses are represented below in Figure 1. As the figure shows, between 2002 -2003 and 2012-13, the overall enrollments in Linguistics have gone up from 238 to 558 students, i.e., increased 2.34 times (234%). The number of students enrolled in senior Linguistics courses has gone up from 62 in 2002-3 to 217 in 2012-13, i.e., increased by 3.5 times (350%). Since the introduction of the new TABs system, it is also pertinent to compare the number of students enrolled in 2009-2010 academic year as compared to current enrollments. These numbers for
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Linguistics enrolments: total (top) and 200-400 (bottom)
the undergraduate Linguistics program show an increase of 248 students, i.e. by 1.8 (180%), and the number of student enrollments in senior courses increased by 1.63 (163%), or 84 enrollments increase.
Figure 1. Total and senior course enrollments in Linguistics courses
The increase in numbers of majors and graduates The current number of majors in Linguistics program is 54 majors (as of January 2013). The number of majors has also shown a dramatic rise in the last decade from 10-15 in 2002-3 (an over 500% increase over the decade). As compared to 2009-10, the number of majors in the program increased from 34 to 54 (by 1.58 or 158% increase). The numbers of graduates have also increased from about 1-3 a decade ago to over 10 per year in the last few years.
The program endeavors not only to increase student numbers, but also to produce highly qualified graduates. Since Convocation Awards were instituted in the early 90s, there has been a Linguistics recipient every year. These are students with grade average around 90%. Due to their high grades, every year, Linguistics program graduates are also nominated for Copland Prize in Social Sciences. The program graduates have a high rate of acceptance in postgraduate programs, recent examples include Audrey Harder, W. Conchita Dolezal, Allison Stene, Blaire Barrett, Mark Smith, Rhiannon Roberts, Jillian Morgan, Kara Mark, and others. The graduate programs of students’ choice are Speech and Language Pathology and Audiology, Communication Disorders, Linguistics and Anthropology. Financial viability of Linguistics program Due to high demand in Linguistics courses and steady growth in enrollments, Linguistics is one of the few financially viable programs in the Division of Humanities and Fine Arts. In 2012-13, the only full-time Linguistics Faculty currently employed in the program teaches 306 undergraduate students a year, times $507 per 1 student 3cu enrollments, this Faculty member brings to the College $155,142 in undergraduate tuition fees per year. This sum is over $34,060 larger than the salary she receives, i.e., this
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position alone brings 34,000 of pure revenue to the university per year. In addition to this, this professor also taught graduate courses with the total of 17 student enrollments. The other Faculty member on a ½ of Linguistics position, teaches 127 Linguistics students a year, times $507 per 1 student 3cu enrollments, the ½ of Linguistics Faculty position brings to the College $64,389 a year, which yields another $14537 of pure revenue to the College above the costs of paying ½ faculty salary.
In sum, 1.5 Full-time Linguistics positions generate annually $48,597 of pure revenue to the College from the undergraduate tuition fees.
Additional revenues are generated by the sessional positions. In 2012-13, Linguistics received the total of 28cu of sessional funding via Innovation Fund and a sabbatical replacement; the total student enrollment in the courses taught by sessional lecturers is average enrollment in courses taught by sessional lecturers is 125, or 31 student per course average, which exceeds the minimal 19 students’ enrollment. The total revenue generated by sessional positions in Linguistics in 2012-13 (total tuition fees of 63,375 minus the sessional lecturers’ salaries of 28,000) is about $35,375.
• Total yearly revenues from the tuition fees in Linguistics Program in 2012-13 are $83,972. These revenues have a full potential to increase already in 2012-13 with the development and offering of the online Ling 111 course and the revenues from this course coming directly to the College and the program. An addition of faculty resources to Linguistics would allow to develop more online courses (in addition to already existing Ling 244 and Ling 111 in construction), thus increasing further the revenues from student tuition fees.
• An investment of two more faculty positions in Linguistics program will generate more revenues in tuition fees to the College and the University.
Innovative methodologies and techniques Online course development Linguistics program has developed online Ling 244.3 Sociolinguistics course and is currently working on developing an online Ling 111.3 course. Negotiations with the College Financial Officer Barb Gillis are in place to consider the possibilities of keeping a larger share of the revenue resulting from online course offerings in the program and College (as opposed to CCDE and Central Administration). Innovative curricula with the experiential learning component and close ties with the community Linguistics program developed an Internship course Ling 350 where students undergo experiential learning of the matters pertinent to their field in the close ties with the community. Speakers from the community are invited to give guest lectures in Ling 244 Sociolinguistics and Ling 342 Aboriginal Languages of Canada and Ling 402 Language and Culture courses. All the teaching/learning in Linguistics program is technology-enhanced. All the courses are taught with the help of PowerPoint slides, which along with other teaching materials are posted online on Paws in the “Course Materials” section of the course webpages. In 2012-2013, podcasts of all lectures were made available to the learners, and online testing was introduced in Ling 111.03 based on an original software package developed by Linguistics Faculty Peter Wood. The teaching of all Linguistics courses is student-oriented and geared towards providing students with theoretical knowledge of the subject matter as well as with real life skills. Particularly worth noting are programming skills developed in Ling 349 Computational Linguistics, transcription and speech analysis skills in Ling 242 Phonetics.
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Aboriginal development Aboriginal component in Linguistics courses Linguistics program is seriously concerned for the needs of the maintenance of the Aboriginal languages of Saskatchewan. The program therefore strives to educate the learners about the importance of the Aboriginal language of Saskatchewan. Examples from the Aboriginal languages are found in most Linguistics courses. Already in Ling 111.03, the first course to be taken by Linguistics students, they are taught about the history and some elements of structure of the Aboriginal languages of Saskatchewan (e.g., Cree and Ojibwe syllabaries). The course that focuses on Aboriginal languages is Ling 342 Aboriginal Languages of Canada. This course underwent a substantial revision, changed the title from “American Indian Languages”, and is offered for the first time in its revised version in Winter 2013. Internship of Linguistics students in Saskatchewan Indian Culture Center In the fall 2012, Linguistics program offered Ling 350 Internship course with the Saskatchewan Indian Culture Center as a host. The experience was highly positive to both sides. The interns helped in organizing and conducting the The Spirit of Our Nations: Cultural Celebration and Pow Wow, seminars with school students, and the First Nations Language Keepers Conference. They also helped with publishing Aboriginal textbooks another learning materials for children All the interns received excellent evaluations for their work. According to the Internship coordinator, an Aboriginal leader Darryl Chamakeze, “It was great working with the students and we will certainly look forward to working in collaboration with your department in future endeavors”. In their reports, the students noted how much they learnt about Aboriginal cultures and languages, and that their respect of the Aboriginal population and their languages and cultures has grown: “Having had the chance to do an internship with the SICC, I have some insight into the methods which the SICC uses to combat language loss in the context of Saskatchewan First Nations. It was an opportunity to learn more about the dynamics of First Nations protocols, attitudes, and worldview, and gain valuable occupational skills in the process”. According to another students’ report, “I learned more about First Nations cultures than I did in all my years of school. I now have a much deeper respect for the cultures and traditions. I always knew First Nations culture was very spiritual, but I am glad I got to see it first hand. In every activity we performed, from meetings to the pow wow, there was always a sense of respect to tradition. I feel that this new found cultural sensitivity would do me well in my future.” Participation of Linguistics Faculty in Aboriginal Engagement via First Nations Language Keepers Conference In December 2011, three Linguistics Faculty (including a professor Emeritus and a sessional lecturer) took part in the First Nations Language Keepers Conference. A Panel was organized with the presentations by the participating faculty (Makarova, 2011 b). In November 2012, Linguistics program initiated program discussions with the Native Studies Department about the possibilities of program collaboration. A proposal was submitted to the Head of the Native Studies Department. To our greatest disappointment, there was no interest expressed from the Native Studies Department in developing any program connections.
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The evolution of the program; program reforms Linguistics program regularly undergoes revision. In 2006, minor program revisions were implemented to the B5 major requirements in the Linguistics (3 year and 4 year BA as well as Linguistics and two Languages 4 year BA and 4 year BA Honours programs). In 2008, with the discontinuation of language programs in the Department of Languages and Linguistics, the Linguistics and Languages program was discontinued as well. This program was quite popular with students and accounted for about ½ of Linguistics majors. However, Linguistics program recovered from this loss within two years, and attained a higher number of majors by 2011-12 than the combined numbers of majors in Linguistics and Linguistics and Two Languages program in 2008. A major program revision concerning B5 major requirements was undertaken in 2010, where a scope of disciplines was included into the new ‘electives’ part of the Linguistics program B5 requirements. This added flexibility to the program and made it more attractive for the students. At the same time, a new concentration – BA Honours – was added to Linguistics. The purpose of this program is to prepare its graduates for postgraduate studies and conducting independent supervised research. The evolution of the program: development of new courses to enhance disciplinarity and
interdisciplinarity As compared to five years ago, the number of courses available to students has more than doubled. While between 2002 and 2006, the total number of different courses offered in Linguistics program was 2 first-year and 7 senior-level courses (9 courses total), the current number of courses available in the program is 3 first year and 17 senior courses ) (20 courses total). In other words, the 1.5 Linguistics faculty in the last 5 years have developed and taught 12 new courses, an increase in course number unparallel in any other program in the university. The new courses were aimed at targeting the 3 major program goals. Firstly they enhanced course offerings for Linguistics majors, and added major Linguistics disciplines (e.g., semantic, conversation and discourse) that have previously not been offered. They also deepened students’ theoretical background (Research Methods) and provided them with innovative delivery methods based on experiential learning (Linguistics Career Internship). Secondly, some courses were developed to bridge with cognate disciplines (e.g., Computational Linguistics, Language and Gender). Finally, courses of broad interest to university students in multiple disciplines were added (e.g., Introduction to Grammar, Language and Culture).
The program also transferred 2 RCM courses to the College of Arts and Science and expanded the range of courses admissible as electives in B5 Major requirement to include Computational Linguistics, RCM, Anthropology, WGST, and any language courses taught in the university. Research by the Faculty The 1.5 Linguistics faculty perform research programs in the areas of their expertise resulting with an ample body of publications and other research dissemination media. The areas of research priorities of Linguistics faculty are:
--first and second language acquisition in Diaspora settings in Canada; --foreign and second language teaching methodologies with a focus on Computer Assisted
Language Learning -- language and culture, sociolinguistics, minority language maintenance in Canada.
In the last 3 years, the only full-time Linguistics Faculty published:
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1 edited book, 3 book chapters, 10 peer-reviewed journal articles, 5 non-peer-reviewed journal articles, 8 conference proceedings papers, and made 7 more conference presentations not resulting with publications. The ½ Linguistics Faculty published: 2 peer-reviewed journal articles, Supporting Faculty (members of Linguistics committee) perform a variety of research in the areas of electronic text, Culture & Human Development, Health Communication and Indigenous Knowledge Systems, etc.). In the last 3 years, the 1.5 Linguistics faculty have received two research grants from International Funding organization for about $20000 total. Graduate student supervision Although it is not the purpose of this paper to provide full comments on the Graduate Linguistics Program, it should be nevertheless noted that in the last 3 years, the 1.5 Linguistics faculty have supervised 5 MA thesis projects (2 successfully competed) and 2 PhDs; they also participated in multiple PhD committees in other programs. The Linguistics Faculty successfully restarted the Special Case MA in Linguistics (with two MA students graduating within the first two years of the program), and are ready to resubmit the MA in Applied Linguistics Proposal to the CGSR as soon as the College grants the permission to do so. This program can attract dozens of graduate students to the university; from within the program we see no reasons for any further delays in resubmitting the program proposal, since after the transfer to R&C, Linguistics program has recently acquired a stable and positive working environment. An addition of another Linguistics Faculty would strengthen the case. Part II. Aims, objectives, tools and methods of Curriculum Mapping in the Interdisciplinary Linguistics Program 1. Designing the plan for Curriculum Mapping (CM) activities; the steps of CM. The approaches to Curriculum Mapping were discussed by the Linguistics Committee during its meeting on April 26, 2012. The major aims and steps of the curriculum mapping were identified as shown in below. It was decided to work on the plan of Curriculum Mapping in close consultation with the Linguistics Students Association and LSA representatives on the Linguistics Committee. A subcommittee for Curriculum Mapping was also appointed (V. Makarova, Yin Liu, Gordon McCalla, Curtis Fisher). The goal of the committee was to elaborate the steps and aims of the Curriculum Mapping and develop the questionnaires to Faculty, students and majors. The Curriculum Mapping subcommittee met on August 08, 2012 and recommended to include an overview of the courses and the program, the statement of program goals into the CM activities. The committee identified features to be highlighted in the CM process and suggested a few practical measures of implementing the CM process in the program including the creation of the 2 streams (concentrations) in the program.
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Linguistics Students Association (LSA) suggested an innovative way of eliciting contribution from Linguistics students and majors on the design of questionnaires addressed to them. In September 2012, LSA organized a “treasure hunt” game, an activity aimed at making first year students better acquainted with the university campus. Among other activities included in the ‘treasure hunt’ was compiling 3 to 5 questions about the program. The responses of the students were summarized by the Linguistics Committee representatives.
Linguistics Committee meeting on 27th September 2012 addressed the progress on the Curriculum Mapping process. The meeting outlined the content of the questionnaires to faculty, students and majors, as well as the procedures for conducting the program comparison with other programs in Canada and abroad. The committee considered and approved the draft of the major program revision – the creation of two concentrations in the 4 year BA Linguistics. It also suggested that the final questionnaire design should be elaborated by the CM Subcommittee.
Curriculum Mapping Subcommittee met on October 1, 2012 and finalized the questionnaires with the participation of student representatives.
With assistance from Linzi Williams (Ref. section 2. 3 below), the questionnaires were downloaded of “fluidsurvey” website of the University of Saskatchewan on October 26th, 2012. The deadline for submission was November 21, 2012, i.e., the respondents had a month for answering the online questionnaires. The students and majors were informed in class , via course websites and via the webpage of the Linguistics Students Association about the survey and invited to participate. The participation was purely voluntary.
The response to the questionnaire was overwhelmingly high for majors (34 of 54 majors participated = 63%), and quite high for non-Ling majors taking Linguistics courses (57 of 186 non-Linguistics majors taking Ling courses = 31%). Four faculty (2 Linguistics and 2 non-Linguistics supporting faculty from the Linguistics Committee involved in teaching courses to Linguistics students) answered the online questionnaire.
The responses to questionnaires were summarized by the Linguistics Program Chair using keyword frequency analysis. The summary was presented to the Linguistics Committee during its meeting on November 26th, 2012. Based on the questionnaire data, the committee approved the Linguistics program Goals and Learning outcomes (ref Part III below).
The Learning outcomes were entered into the Linguistics Folder on the website of the Curriculum Alignment Tool (ulc.usask.ca/cat) January 4th 2013 (http://ulc.usask.ca/cat/organizationsWrapper.jsp).
The Learning outcomes for all Linguistics courses were evaluated in relation to the learning outcomes specified by the College and specific outcomes of Linguistics program.
The summaries of the questionnaire data and of the learning outcomes alignment with the College standards are represented below in Part III. 2. The aims of Curriculum Mapping activities in the Interdisciplinary Linguistics Program Although the Linguistics Program regularly conducts the review of its program requirements and its courses, the Linguistics Committee considered the Curriculum Mapping to be a positive impetus to implement a more fundamental review of the program. In particular, the objectives of the Curriculum Mapping task were identified as follows: • Alignment with the major objectives and teaching/learning goals of the College of Arts and Science; identifying and specifying the goals for Linguistics Program Development; • Comparison with other Linguistics programs in Canada and abroad;
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• Conducting a poll of students’ opinions of the program performance; • Identifying the areas of potential improvement, designing and implementing a plan for further program development in alignment with the Divisional and Collegial Integrated Plans. III. The use of Curriculum Mapping resources by the College of Arts and Science and the Gwenna Moss Centre for Teaching Effectiveness by the Linguistics Program Participation in the Curriculum Mapping workshops by Linguistics program members In order to better understand the Curriculum Mapping process, during the August 08 Linguistics Committee Meeting, it was decided to delegate at least one Linguistics program member to every Curriculum Mapping seminar organized by the College Administration. The seminars were attended as follows: Workshop 1: Program Goals and Visioning (College of Arts & Science) With: Sheryl Mills, Gwenna Moss Centre When: Tuesday Oct 16, 2012 2:00 PM - 4:00 PM Where: MURRAY G3 Attendee: Veronika Makarova Workshop 2: Survey 1 – Basics of Survey design (College of Arts & Science) When: Wednesday September 26th, 2012, 2.00 to 4.00 PM, With: Sheryl Mills, Gwenna Moss Centre Where: Murray G3 Attendees: Yin Liu, Thomas Levesque Workshop 3: Survey II - Coding, Tabulating, and Interpreting Results (College of Arts & Science) ; With: Sheryl Mills, Gwenna Moss Centre When: Wednesday Nov 21, 2012 10:00 AM - 12:00 PM; Where: MURRAY G3 Attendee: Veronika Makarova Workshop 4: Curriculum Mapping (College of Arts & Science) With: Sheryl Mills, Gwenna Moss Centre When: Tuesday Oct 30, 2012 2:00 PM - 4:00 PM Where: MURRAY G3 Attendee: Veronika Makarova Consultations with Curriculum Mapping support staff In order to consult on the design of the questionnaires addressed to the Faculty, Students and Linguistics Program majors as well as to request assistance in downloading the questionnaires online, two consultations were solicited with Linzi Williamson. Upon a consultation with the program Chair, Linzi provided advice as to the phrasing of a few questions and downloaded the questionnaires on the following websites: Majors survey: http://fluidsurveys.usask.ca/surveys/linziwilliamson/linguistics-majors-survey/
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Students survey: http://fluidsurveys.usask.ca/surveys/linziwilliamson/linguistics-students-survey/ Faculty survey: http://fluidsurveys.usask.ca/surveys/linziwilliamson/linguistics-faculty-survey/
Figure 2. The first page of the online questionnaire on “fluidsurveys” targeting Linguistics majors. Ms Williamson also provided the statistics of the numbers of individuals completing the survey and compiled the answers in 3 data files (separately for Faculty, students and majors surveys), ref 3 for a fragment of a data file with student responses. Ms Williamson’s help with the process is greatly appreciated. She was highly efficient, and pleasant to work with.
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Figure 3. An extract from an Excel file compiling Linguistics majors’ responses to the Questionnaire. In order to enter the Linguistics learning objectives into the CAT tool, two consultations were scheduled with Dr Carolyn Hoessler, Program and Curriculum Development Specialist of the Curriculum Innovation Team, Gwenna Moss Centre for Teaching Effectiveness (4th December, 2012 and 02 January, 2013). Dr. Hoessler assisted in setting up the Directory for Linguistics Program on CAT, as well as with entering the learning outcomes into the system. She also kindly assisted with a demonstration and a tutorial of evaluating individual courses against the learning outcomes. Dr. Hoessler was highly efficient, helpful and accommodating. Her contribution to the Linguistics program CM is highly appreciated. Questionnaire Data storage and processing The data from the questionnaires was extracted into 3 Excel files and processed manually by the Linguistics Program Chair using key-word analysis and key word frequencies for open-ended questions and descriptive statistics for close-ended questions. Part III. The results of curriculum mapping: Program Strengths and directions for further development 1. Alignment with the major teaching/learning objectives of the Division of Humanities and the College of Arts and Science. The specific goals of the program. Program statements reflecting the relevance of the Goals of the College of Arts and Science to Linguistics programs.
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Statement of Alignment Linguistics program is uniquely aligned with all the major goals of the College of Arts and Science. We provide explanations of how the studies of language structures and use are pertinent to all the 5 goals identified by the College. We then demonstrate the alignment of Linguistics Program outcomes to all the A&S goals and organizational outcomes. A&S Goal 1. Develop a wide range of effective communication skills. Universities are places of collaborative knowledge construction. In recent years, the University of Saskatchewan, like Saskatchewan itself, has become a meeting place for people from many cultures. Thus, knowledge construction importantly involves knowledge translation, not only between different knowledge systems but also between different cultures. All these aspects contribute to the larger field of human communications. The linguistics program provides broad fundamentals for understanding the basics of our different knowledge and communication systems, and communicating knowledge effectively, in its many social, psychological, and cultural facets. An understanding of linguistics is foundational to the uses of language and communication in general. An attention is given to the development of oral and written language skills and different formats (debates, group discussions, individual oral presentations, reports, summaries, lab reports, research papers, research thesis, etc.) A&S Goal 2. Encourage personal development, growth, and responsibility. Language and all its related systems are at the basis of our very humanity, enabling us to make sense of our place in the world, represent this sense to ourselves, communicate it to others, and thereby orient ourselves within the relations that make up our social and cultural lives and our relationship within our environment. Since language is inherently social, studies in linguistics further our development as humans and our moral sense of responsibilities towards one another. Language and all its related systems are at the basis of our very humanity, enabling us to make sense of our place in the world, represent this sense to ourselves, communicate it to others, and thereby orient ourselves within the relations that make up our social and cultural lives and our relationship within our environment. Since language is inherently social, studies in linguistics further our development as humans and our moral sense of responsibilities towards one another. A&S Goal 3. Engage students in inquiry-based learning, critical thinking and creative processes. Since language is at the basis of social communication, studies in linguistics invite us to question the very basis of how we inquire into, and come to understand, the world around us and ourselves. The abundance of language families and variations in linguistic systems, as well as the ongoing changes in the languages of the world, remind us of our cultural differences, encouraging critical thinking and creative processes to help us understand the many facets of human communication. The studies of the structures of different languages liberate us from the dungeon of the concepts formed within and by our native language and allow to see the world through an entirely different perspective provided by another language. Linguistics students are among the most creative, accomplished, self-motivated, and thoughtful students in this College. At this moment, however, faculty resources (only two faculty members in Linguistics) are inadequate to realize fully the potential of our best students, and to give them further opportunities for specialized training and original research. A judicious increase in the faculty complement for Linguistics would be very welcome in order to further enhance this trend in quality education. Most research universities have departments of Linguistics.
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A&S Goal 4. Prepare thoughtful, world-minded, educated, engaged citizens.
An education in linguistics provides the basis for understanding the underlying structures of our world languages, enabling us to communicate and engage with each other more effectively. By taking linguistics, students are informed about languages around the world and of the social implications of language use. Some topics vital to a general education of Canadian citizens are covered in Linguistics courses, such as linguistic diversity, monolingualism and its implications, the equality of all languages, the issues in language planning with minority populations and minority language rights, the analysis of political discourse and the construction of power are some of the areas that are covered in our courses.
A&S Goal 5. Cultivate an understanding of and appreciation for the unique socio-cultural position of Aboriginal peoples in Canada.
The study of linguistics provides us with a basis to appreciate the abundance of, and significant differences among, Canada's Aboriginal peoples, their languages, and related linguistic systems. Saskatchewan alone fields five different Aboriginal language families, a startling number given that Indo-European is the single common language family for an otherwise larger diversity of immigrants from many parts of Europe and Eurasia. In contrast to the abundance of Aboriginal languages and the cultural worlds represented embodied in these languages, Canada's classical immigrant languages are indeed rather limited.
Linguistics program has engaged with the Aboriginal community and aboriginal research via participation of Linguistics Faculty in the First Nations’ Language Keepers’ conference; and via Ling 350 Internship course hosted by Saskatchewan Indian Culture Center. The internship provided the students with an opportunity to work directly with the Aboriginal scholars, elders and the community. All the students enrolled in Ling 350 course commented on their growth of respect and knowledge of the Aboriginal people and their languages. Further commitment of the Linguistics program to the Aboriginal engagement is demonstrated in the upgrading the Ling 347 Aboriginal Languages of Saskatchewan course offered with a new updated content in Winter 2013.
Alignment of A&S goals with Linguistics Program learning outcomes A&S Goal 1. Develop a wide range of effective communication skills. Demonstrate: --A recognition of the ethical application of intellectual property and privacy. Ling Program outcome:
a) a graduate should develop awareness of copyright issues and understand what constitutes a plagiarism, should be able to understand the importance of proper citations, and cite sources in APA citation format.
b) a graduate should be willing to share the research results with the community which supplied the data (i.e. understand the ethics of giving back to the community)
--Competent, ethical, and effective use of technology.
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Ling Program outcome: a) the graduate should be able to prepare and make a PowerPoint presentation on a research
topic; b) the graduate should have some basic knowledge of language data input and analysis; c) the graduate should have some basic knowledge of speech processing software d) the graduate should be able to engage in technology-supported learning formats, such as
access online materials, perform quizzes online, participate in online discussions.
-- Meaningful, effective and appropriate communication of knowledge to engage different audiences Ling Program outcome:
a) the graduate should apply the knowledge of linguistics to develop and enhance his/her communicative skills at different structural levels of language (sounds, words, syntax, semantics, discourse);
b) The graduate should be well aware of the issues of multilingualism and multiculturalism and possess the skills to conduct effective cross-cultural communication;
c) Graduates should be able to apply their knowledge of sociolinguistics, Discourse and Conversation analysis to conduct presentations and participate in discussions that are age-, gender-, class-, social group, and culture appropriate.
d) Students should be able to present the results of their individual research projects; A&S Goal 2. Encourage personal development, growth, and responsibility. Demonstrate: -- A commitment to life-long learning Ling Program outcome:
a) The graduate should be able to extract and analyze information about language and communication pertinent for his/her individual and personal growth, from language interaction in families, social groups, across genders and cultures
-- Developing leadership skills Ling Program outcome:
a) The graduate should be aware of language issues pertinent to the community and be able to engage in interactions with the community in the spirit of respect and appreciation of community values;
-- Indicators of purposeful and satisfying lives Ling Program outcome:
a) The students should be able to apply their skills and knowledge to pursue successful careers in real life; b) The students are expected to apply their knowledge of language communication to prevent, avoid and resolve communication problems and to reduce the stress resulting from miscommunication in personal life and in the workplace
-- Realistic self-appraisal, self-understanding, and self-respect Ling Program outcome:
a) The students should develop individual and group accountability;
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b) The students will understand the nature of individual differences in language acquisition and use, of foreign accents and speech disorders; they will also understand the differences across learning styles.
--The ability to work collaboratively with others Ling Program outcome: The graduates are expected to demonstrate the ability to work individually and in groups, participate in group discussions, contribute to group projects and lab reports. A&S Goal 3. Engage students in inquiry-based learning, critical thinking and creative processes. --Analyze, interpret and judge the relevance and quality of information
The graduates should be able to demonstrate sophisticated analytical skills and seek and utilize opportunities for original research
-- Demonstrate critical and reflective thinking Ling Program outcome:
Graduates should be able to perform creative tasks (such as building questionnaires, research designs, computer programs, etc.)
-- Demonstrate the ability to integrate knowledge, ideas and experiences from a range of disciplines Ling Program outcome:
a) Graduates should be able to present information from the perspectives of three epistemologies (sciences, social sciences and humanities)
b) Graduates should be able to demonstrate the knowledge from at least two cognate disciplines as well as apply this knowledge to the problem solution
c) Graduates are expected to seek and identify multiple perspectives from different theories -- Identify important problems, questions and issues Ling Program outcome:
Graduates should be able to identify topics for original research and be able to perform basic data collection and analysis
-- Make meaning(s) from scientific methods and other interpretations of knowledge, texts, images
Ling Program outcome: a) Graduates should be able to demonstrate the basic skills in linguistic analysis of data coming from all the structural layers of language as well as build interdisciplinary connections b) Graduates should demonstrate the ability to extract and convert language data employing various forms of presentation (graphs, texts, images, sound files, etc.)
-- Understand the processes and paradigms of scientific reasoning, knowledge production and... Ling Program outcome:
a) graduates should be able to produce coherent analysis of language data; b) the graduates should have some command of the scientific style of presenting language data in the oral and written formats
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-- Use and integrate multiple sources of information to solve problems or form a decision or opinion Ling Program outcome:
a) Graduates should be able to extract information from different forms of language data (oral and written, printed matter (books, articles, etc), online sources;
b) Graduates should be able to locate and employ for data mining various language databases, chatrooms, and other sources of language data.
A&S Goal 4. Prepare thoughtful, world-minded, educated, engaged citizens. -- Actively improve intercultural communication Ling Program outcome:
a) Graduates are expected to be aware of the language and cultural barriers in intercultural communication and to inform others about them;
b) Graduates are expected to treat language as an integral part of cultural identity and to be enthusiastic about learning different languages as well as be willing to assist learners of English as a foreign language.
-- Explore the interconnectedness between the natural, technological and social worlds Ling Program outcome:
a) Due to interdisciplinary nature of Linguistics, graduates are expected to be well aware of the tripartite nature of any language and communication (science, social science, technology)
b) Graduates are expected to develop the ability to use technology for language research and other types of learning
-- Identify, analyze and challenge unfair, unjust or uncivil behaviour in our interconnected, global... Ling Program outcome:
a) Graduates are expected to treat all people as equal irrespective of their cultural and language background;
b) Graduates should possess understanding of the issues of language and cultural minorities, and if circumstances require it, act as champions for their interests
-- Recognize social systems and their influence, systematic barriers to equality and inclusiveness Ling Program outcome:
a) Graduates are expected to appreciate the challenges of acculturation and learning new languages by immigrant population in Canada;
b) Graduates should be willing to engage into the studies of minority, heritage and Aboriginal languages and cultures
-- Recognize the relationship among the scientific enterprise and cultural and artistic knowledge Ling Program outcome:
a) Graduates should be appreciative of the minority languages and cultures and be prepared to use technology for their maintenance (e.g., record and analyze minority languages)
-- Understand and appreciate key concepts and theories in science and technology, major scientific… Ling Program outcome:
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a) Graduates should be able to be expert computer users, be able to access and mine language databases and other electronic sources of language data
b) Graduates are expected to have skills in basic language processing software. c) Some graduates are expected to have programming skills pertinent to computational analysis
of language. A&S Goal 5: Cultivate an understanding of & appreciation for the unique socio-‐cultural position of the unique socio-‐political position of Aboriginal peoples in Canada -‐-Recognize that there are multiple Aboriginal perspectives on the world.
a) Graduates should develop knowledge of some aspects of Aboriginal languages and cultures b) Graduates should be able to work with Aboriginal community on maintenance of Aboriginal languages
-- Understand that there have been and continue to be, historically, systematic barriers to equality a) Graduates should develop respect towards Aboriginal languages and cultures b) Graduates should be able to communicate in the spirit of true respect with Aboriginal leaders and elders The comparison of the Goals set by Linguistics Program with the goals of the College shows that the Linguistics program goals are well aligned with all the five goals and 23 Organizational outcomes identified by the College as well as with all the points of the Learning Charter of the University of Saskatchewan. III. Curriculum Mapping Results: Alignment of Linguistics course goals with the program and College goals. Evaluations of the courses, methods of instruction, identifying gaps.
1. Linguistics courses: learners profile The CM demonstrated that Linguistics courses are taken by an extremely diverse population of students not only from Arts and Science, but also from other programs. Sampled 100-level Linguistics courses have the following distribution of students by majors: n Undeclared majors, A&Sc -47% n Computer Science – 8%, n Psychology -7%, n Exercise and Sports Studies, College of Kinesiology – 5%, n Linguistics -5%, n Biochemistry -3%, n English -3% Other disciplines include: Physiology and Pharmacology, Archeology, Economics, Biology, Native Studies, Edwards School of Business, Political Studies, Nursing, Microbiology, International Studies,
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Modern Languages, WGST, Economics, Environment, Engineering, Art History, Mathematica Physics, Anatomy and Cell Biology, Environmental biology. Sampled 200-400 level Linguisics courses have the following distribution of students by major: n Linguistics – 60% n Undeclared majors – 11.4% n Psychology – 11% n English – 6%, n Computer Science – 4%, n Modern Languages - 3%
Other majors include: WGST, Archeology, Anthropology, Philosophy, French, Nursing, Biochemistry. Linguistics courses: distribution by years in the program As compared to 5 years ago, there is a considerable improvement in the distribution of Linguistics courses by the year of studies. If up to 2005-6, the Linguistics program existed essentially only as 100 and 200-level courses, in the last five years, a number of courses were created or remodeled to add up to higher level courses. The resulting course offerings structure is well balanced by the year of studies: There are three 100-level courses, six 200-level courses, and three 400 level courses (these are the courses that have been offered within the last years and are therefore evaluated; two more senior courses not recently offered are not evaluated; two Honours courses are not included into the evaluation either).
Linguistics courses: instructional methods In Linguistics program, traditional classroom methods of instruction, such as direct instruction are combined with non-traditional instruction methods, such as experiential learning (the dominant component of Ling 350, and a strong component of Ling 242 and Ling 244). All Linguistics courses are technology-enhanced and include online access to Powerpoint slides, and other course materials. In particular, a strong technological component is present in Ling 242, Ling 345, Ling 349 and Ling 403. In these courses, the focus is on developing specific skills, such as Excel and SPSS analysis of data, speech processing and software development. Interactive, indirect ad independent learning are used in all surveyed Linguistics courses with (half-the-time/ occasional) frequencies. Ref Figure 4 for an example of a typical distribution of instructional methods (Ling 244 course) and a more non-traditional instruction (Ling 242).
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Figure 4 Instructional methods in Ling 244 course (left) Ling 242 (right) and Ling 350 (bottom) Linguistics courses: assessment methods While most Linguistics courses include the traditional instructional components, such as the final exam plus the midterms or chapter tests, there is also ample room for creative and technology-enhanced evaluation methods. Creative methods of assessment, such as individual research papers, group projects, etc. are used in Ling 341, Ling 342, Ling 345, Ling 347, 349, 402, 404. Ling 350 relies exclusively on non-traditional assessment methods. This course is exempt from the final exam, and the evaluation is based on the learners’ individual accounts of their progress (internship logs), their course proposals, final report on the experiences gained in the course of internship, and the evaluation by host institution. An online assessment tool developed by the Linguistics Faculty Dr P. Wood was developed and successfully tried out in Ling 111 course in the fall 2012 term.
The exams part of the assessment is typically scheduled in the end of the term, whereas all the courses also have some form of ongoing assessment (such as chapter tests, etc.) (Ref Fig 4) Demonstrating/performing is an important part of assessment in most linguistics courses, particularly in Ling 242, 340, 345, 349, 350 & 403, where it takes about ½ of the assessment value. (ref. Fig. 6a)
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Figure 5a. Typical Assessment distribution over time in Ling 244 course (final exam and ongoing assessment)
Figure 5b.Average assessment distribution in all evaluated Linguistics courses. Figure 6 a. Assessment methods in Ling 242 course
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Figure 6 b. Assessment methods in all evaluated Linguistics courses Alignment of course goals with the program goals The CAT tool allowed the evaluation of the course goals vs. the program and A&Sc goals. The survey showed that the course goals are well aligned with the program and College goals with the average of 2.3 (moderate to extensive) instructional emphasis and 2.4 (intermediate to advanced ) depth. The list of the courses with the instructional emphasis and depth for each is provided in Appendix XXX. The evaluation did not reveal any courses that would not contribute to at least 5 of the specified Linguistics program goals and to at least 1 of the College goals.
III. Curriculum mapping results: A comparison with other Linguistics programs in Canada
The Linguistics program was compared with six Linguistics programs in the following Canadian universities: U Toronto, UBC, U Calgary, U Alberta, U Manitoba, and U Western Ontario. The program comparison offered the following results: Programs and program requirements All the surveyed universities had 4year and Honours Linguistics majors programs, one university (U Manitoba) clearly indicated the existence of a 3-year BA degree. The requirements for the 4-year BA in Linguistics degree range from 30 to 42 cu. Most programs include only Linguistics programs, some programs (U Calgary, UBC, UWO) include courses from cognate disciplines. By comparison, the Linguistics program in the U of S requires 36 cu which includes 15 cu of electives taken from Ling or cognate disciplines. Conclusion: U of S programs and program requirements confirm with Canadian standards by the structure. The total number of offered courses The number of linguistics courses in the calendars of the surveyed universities ranges from 21 (U Manitoba) to 44 (UBC), the average course number is 32.6. The number of courses currently available in the U of S is 22 (excluding Special Topics).
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Conclusion: Linguistics program offerings in the U of S are on par with the smallest neighbouring program of the U of Manitoba, but are below the average. The program would benefit from the expansion of the course numbers. The types of offered courses 33% of all Linguistics courses offered in the University of Saskatchewan are found in every other Linguistics program. The only course not found in other universities is Materials Design in foreign language learning, however similar components are found in other programs (e.g., Applied Linguistics courses). Among courses offered in other Linguistics programs, but not available in the U of S, it is possible to identify 3 major gaps: a) upper level courses in the same discipline (for example, instrumental, acoustic phonetics, syntactic theory, morphology 2, etc.; b) courses related to speech pathology and child language acquisition, and c) a variety of specialized courses in Aboriginal languages of Canada and their analysis, surveys of Indo-European and non-Indo-European languages. Conclusion: Linguistics program in the U of S would benefit from some expansion of the course offerings to include child language acquisition and speech and language pathology.
6.The results of faculty survey Faculty survey allowed to formulate Linguistics Program Mission statement and program goals (ref. section IV and the program goals in II). In response to the question about how Linguistics program meets the College priorities, the following answers have been obtained.
How Linguistics program meets College priorities: Faculty survey answers Develop a wide range of effective communication skills. Universities are places of collaborative knowledge construction. In recent years, the University of Saskatchewan, like Saskatchewan itself, has become a meeting place for people from many cultures. Thus, knowledge construction importantly involves knowledge translation, not only between different knowledge systems but also between different cultures. All these aspects contribute to the larger field of human communications. The linguistics program provides broad fundamentals for understanding the basics of our different knowledge and communication systems, and communicating knowledge effectively, in its many social, psychological, and cultural facets. An understanding of linguistics is foundational to the uses of language and communication in general. The university is a place of knowledge construction Courses in semantics, syntax, discourse directly build their communication skills; Ling 244 Ling 402 and 404 help them to understand the dynamics of language and power, linguistic ways of expressing formality, distance, power and other social relations By increasing students' understanding of spoken and written language. our students learn about pragmatics and discourse analysis, the scientific study of communication.
Encourage personal development, growth, and responsibility. Language and all its related systems are at the basis of our very humanity, enabling us to make sense of our place in the world, represent this sense to ourselves, communicate it to others, and
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thereby orient ourselves within the relations that make up our social and cultural lives and our relationship within our environment. Since language is inherently social, studies in linguistics further our development as humans and our moral sense of responsibilities towards one another. Combining different methods of teaching and forms of assessment to allow for group and individual activity, written and oral components, balance of skills and knowledge. Linguistics as a discipline requires sophisticated analytical skills and abundant opportunities for original research. Our courses incorporate independent project work, group work and opportunities to work on self-selected research project. As such, they foster all of these skills.
Engage students in inquiry-‐based learning, critical thinking, and creative processes. Since language is at the basis of social communication, studies in linguistics invite us to question the very basis of how we inquire into, and come to understand, the world and ourselves. The abundance of language families and variations in linguistic systems, as well as the ongoing changes in the languages of the world, remind us of our cultural differences, encouraging critical thinking and creative processes to help us understand the many facets of human communication. Incorporate creative tasks (computer programs, individual research assignments). Present problems for solution Linguistics as a discipline requires sophisticated analytical skills and abundant opportunities for original research. Most tasks our students work on require them to do independent analyses, which requires them to find creative solutions to problems and critically evaluate theories and methods covered in class. Prepare thoughtful, world-‐minded, educated, engaged citizens. An education in linguistics provides the basis for understanding the underlying structures of our world languages, enabling us to communicate and engage with each other more effectively. educate about the language and cultures of Canadian minorities Language is an integral part of cultural identity. By taking linguistics, students are informed about languages around the world and of the social implications of language use. linguistic diversity, monolingualism and its implications, the analysis of political discourse and the construction of power are some of the areas that are covered in our courses. All of these areas, in my opinion, are vital to a general education.
Cultivate an understanding of and appreciation for the unique socio-‐cultural position of Aboriginal peoples in Canada. The study of linguistics provides us with a basis to appreciate the abundance of, and significant differences among, Canada's Aboriginal peoples, their languages, and related linguistic systems. Saskatchewan alone fields five different Aboriginal language families, a startling number given that Indo-European is the single common language family for an otherwise larger diversity of immigrants from many parts of Europe and Eurasia. In contrast to the abundance of Aboriginal languages and the cultural worlds represented embodied in these languages, Canada's classical immigrant languages are indeed rather limited. The program has developed Ling 350 internship with SICC, and redesigned the Aboriginal languages of Canada course. More scope for development here, since the retirement of our Aboriginal language specialist.
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Linguistic factors are among the most important sociocultural factors in every society, and to the Aboriginal peoples in general whose cultures have been influenced by centuries of language policies that pushed a monolinguistic agenda, leading to the death of thousands of languages and the loss of history, culture and cultural identity.
What else can be done in Linguistics program to meet the College priorities:
Faculty survey answers In response to the question of what can be done in Linguistics to enhance and further strengthen the program’s contribution to the College priorities, the following answers have been suggested by the Faculty: Develop a wide range of effective communication skills The study of linguistics is in fact at the basis of understanding languages and developing effective communication skills. Communication skills also include an understanding of the functions and strategies employed in rhetoric. Traditionally, rhetoric is taught in English literature courses, building in classical traditions. Given the immigrant background of Canada and Saskatchewan, perhaps Linguistics would be a better suited place to teach principles and cultural variation of rhetoric as an important contributor to communication skills. Have a yearly undergrad sts conference.
Offer more courses, provide tutorials, increase linguistic faculty to diversify offerings. Encourage personal development, growth, and responsibility
The College of Arts & Sciences at the University of Saskatchewan structure builds on the traditional tri-partite structure of Western epistemologies, organized into natural and social sciences, as well as the humanities. Language, and linguistic systems, pervade all three epistemologies in disciplinary-specific ways; it could be the task of linguistics to contribute to the linguistic study of the different types of communication that are typical to the triple epistemologies. Increase research component in courses. Offer more courses, provide tutorials, increase linguistic faculty to diversify offerings Engage students in inquiry-based learning, critical thinking, and creative processes. Linguistics is sometimes housed within the humanities, sometimes within the social sciences. However, linguistics' applications in the health sciences as well as the natural sciences ideally predestines the study of linguistics to function as an interdisciplinary field that can bridge these different disciplines, serving as a hub of interdisciplinary communication, and critical inquiry into, and creative evaluation of, the different disciplinary communication systems Encourage student participation in organizing yearly undergraduate students conference. Prepare thoughtful, world-minded, educated, engaged citizens Again, linguistics trades in all disciplines that make up the tripartite structure of the College of Arts and Sciences, and its many sub disciplines. Understanding the similarities and differences in communication systems in these disciplines furthers a broader, more engaged, and more effective sense of knowledge
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translation between these systems - systems that can be said to be at the basis of some of the world's major epistemologies. Consider offering Ling 350 with more community host institutions. Cultivate an understanding of and appreciation for the unique socio-cultural position of Aboriginal peoples in Canada A training in linguistics, as a discipline that bridges the tri-partite structure of the College of Arts and Sciences, prepares students for understanding the different epistemologies throughout the College, including most importantly Aboriginal epistemologies that are generally agreed to be distinctly different from non-Aboriginal epistemologies. In this way, linguistics crucially contributes in a major way to the understanding of the cultural and epistemological richness of our province. More scope for development here, since the retirement of our Aboriginal language specialist. We have been pursuing opportunities for collaboration with faculty at FNUC, but even those opportunities would be strengthened and the processes streamlined, if we had a linguist specializing in Aboriginal languages at the U of S.
The strengths of Linguistics program: Faculty survey results
One major strength of our linguistics program is its involvement with Aboriginal languages that soon will make up half of the languages spoken in our Province. This is the future of our Province and the University of Saskatchewan; and the Linguistics program recognizes this future. students, strong students association, dedicated faculty who keep teaching on overload a great program comparable with any other fully-‐funded Linguistics program in Canada or around the world, faculty interaction with students high quality teaching computer-‐assisted learning and the use of educational technologies and online learning Excellent students; a comprehensive basic training, especially in faculty research strengths (e.g. phonology); opportunities for original undergraduate research we offer a variety of courses that cover most of the important subdisciplines, meet student requirements and acivly incorporating learning and research goals set by the UofS.
The areas for improvement: Faculty survey results Unfortunately, only one of the Province's five Aboriginal languages (Cree) is taught at the University of Saskatchewan and only in an abridged form: there does not exist a full undergraduate program in Aboriginal languages at the UofS. Given the future of Saskatchewan and the growth of its Aboriginal peoples, this is an oversight at the College of Arts and Sciences that severely hampers the efforts of the Linguistics program to offer substantial and comprehensive linguistic understanding of our provincial Aboriginal languages - although some of the earlier questions in this survey seem to suggest that Aboriginal matters at the College and the Department are seen as somewhat important. insufficient Faculty complement Lack of a regular MA and PhD program lack of administrative support Too few, and correspondingly overworked, faculty. We are understaffed (1.5 faculty and most likely no sessional support in the future). We are unable to meet student demands in the future, offer additionall courses, cross disciplinary
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cooperation, a viable graduate program and establishing a ESL and TESOL section which would boost enrolments and address the need for qualified ESL teachers in our province.
How can Linguistics program overcome the difficulties: Faculty survey results
Linguistics faculty have done everything humanly possible to improve and develop the program. We have been teaching on overload, regularly conducting curriculum revisions, in the last 5 years we developed 7 new courses. We need support by the administration. Lack of acknowledgement of Linguistics program achievements by the administration and shortage of funding undermines the morale and the health of the faculty. More Linguistics faculty -- I realise this is easy to say, hard to do. Hire more faculty, establish graduate program and SLP and ESL streams within the program.
What would you like the program to look like in future: Faculty survey results Along with the Psychology department, aiming to house a BASc Health Sciences that is built on the tri-partite knowledge systems that make up the College of Arts and Sciences (natural sciences, social sciences, humanities), the Linguistics program could easily build on a similar tri-partite knowledge basis, thereby responding to calls among Canadian students for a broader undergraduate training that builds on the interdisciplinary usefulness of all three knowledge traditions. A strong program with 5 faculty members (some of these positions shared with others), graduating about 15-20 students a year; -- two strong concentrations with the new concentration in SLPSc taking on; -- undergrad students applying for our graduate program In an ideal universe, we'd have a department of Linguistics with particular strength in Aboriginal languages and which would train students for Speech and Language Pathology as well. be part of the social sciences division, have a healthy number of full faculty positions, receive appropriate financial and administrative support to implement its goals.
What place does Linguistics program take in the College: Faculty survey results Unfortunately, the importance of Linguistics for interdisciplinary communication across the College of Arts and Sciences does not seem well acknowledged and hence the Linguistics program does not yet take the place that it could, together with similar efforts for a BASc Health Sciences in Psychology. In terms of epistemological fundamentals, these two programs would seem to have many synergies and could be at the basis of a reinvigorated undergraduate curriculum that spans the entire College. One of the larger programs in Humanities Division by the number of students and the smallest in universe by the number of Faculty; supports other cognate programs (Psychology, anthropology, WGST, International Studies) It is one of our truly interdisciplinary programs. We have not come remotely close to realizing the potential of that advantageous position.
Faculty evaluation of the faculty resources in Linguistics: Faculty survey results All the 5 respondents evaluated faculty resources in Linguistics as being “very insufficient” with the following explanatory comments.
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Hopefully will see it expand from quite insufficient to more sufficient faculty resources, particularly in the context of interdisciplinary efforts in the future role of the College as integrating the natural and social sciences as well as the humanities. 1.5 faculty per almost 60 majors and over 500 students is an unbearable situation Our two faculty members are very hard-working and creative, but there's only so much that's humanly possible. 1.5 positions for an entire (and healthy program) is a joke.
7. MAJORS SURVEY RESULTS
1. Why major in Linguistics While identifying the reasons they majored in Linguistics, the respondents provided the following reasons (presented in descending frequency of entries) :
a) Love of languages, or to facilitate the learning of foreign languages: 14 responses Examples of entries: “I've always enjoyed learning new languages and I wanted a career working directly with studying languages, and Linguistics seemed like a good way to go.” “I am very interested in languages and have always loved learning about them and learning new ones”. “This course has helped me to look at language in a different light and gain a great respect for people who are learning a language”.
b) Planning a career in Speech and Language Pathology: 9 responses Examples of entries: “Studying linguistics would put me in a good position to apply to a Master's degree program in Speech-Language Pathology.” “My youngest was assessed as having a few speech delays in kindergarten and I think it was then that I became interested in Linguistics as a means of entering into Speech Pathology.”
c) Interest: 6 responses Examples of entries: “Interest in the field”. “A lot of interesting classes”. “Interest and I sort of just fell into it.”
d) enjoying Ling 111 course a lot: 3 responses Examples of entries: “I enjoyed the class so much I decided to declare it as my major. Anna Reva was my instructor, and she really seemed to enjoy herself.” “I took the Linguistics Introduction classes, and I fell in love!” “I ended up taking a Linguistics course and thought that it was very interesting”.
e) develop better communication skills: 2 responses Examples of entries: “Everyone should be able to speak for themselves and be able to make their positions, hopes, and point clear to others.” “Language and communication has always fascinated me.”
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f) Develop leadership skills: 2 responses
Examples of entries: “Help others achieve their potential.” “I enjoy helping others learn English as a second language, and therefore have found phonetics and phonology to be very useful.”
g) Program flexibility: 1 response h) Dissatisfaction with formal English academia: 1 response i) Just learning the language is insufficient: 1 response j) Breadth of the subject of linguistics: 1 response
2. How the Linguistics program helps students to reach their goals they set up in regards of
their majors.
The responses are represented below in Table 1 and Figure 7. Table 1. Majors responses to the question whether Ling program helps them achieve their goals. response N %responses Strongly agree 9 26.47059 Agree 18 52.94118 Neutral 5 14.70588 Disagree 1 2.941176 N/A 1 2.941176 total 34 100
Figure 7. Majors responses to the question whether the program helps them fulfill their goals.
(Strongly) agree
Neutral
Disagree
N/A
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As the Table 1 and the graph demonstrate, 79.4% of respondent majors agree or strongly agree that the program helps them to fulfill their goals, and only 2.9% of respondents disagree.
3. The most interesting and useful courses in the program Courses that were picked out by the majors as being the most interesting, the most useful for their careers or for their everyday lives are listed below in Table 2. As the Table 2 shows, ALL the evaluated courses were picked up by students as falling within one of the categories, i.e., the students are highly satisfied with all the courses offered within the program. Not all the respondents took all the courses, except for Ling 111 and 112, therefore the numbers of students who picked up the courses as the best are higher for Ling 111 and Ling 112.
The most overall satisfying courses are the introductory courses (since they are attended by all the students), as well as Phonology, Phonetics, Morphology, Sociolinguistics, and Lexicology. The most useful for career courses are Phonology, Phonetics and Morphology. The most useful for everyday life courses are Sociolinguistics and two introductory courses. The most interesting courses are the Introductory courses followed by Phonology, Morphology, Sociolinguistics and Lexicology. Table 2. The courses selected by respondents as the most interesting, most useful for everyday life or most useful for their future careers Course/N respondents career life interest Sum Ling 111 10 5 13 28 Ling 340 Phonology 17 1 10 28 Ling 112 9 4 11 24 Ling 242 Phonetics 12 0 6 18 Ling 243 Morphology 8 2 8 18 Ling 244 Sociolinguistics 2 7 8 17 Ling 245 Lexicology 5 3 8 16 Ling 347 Conversation & Discourse 5 3 5 13 Ling 402 Language & Culture 1 3 7 11 Ling 349 Computational Ling 6 0 3 9 Ling 345 Intro Ling Research 5 1 0 6 Ling 341 Semantics 3 1 1 5 Ling 241 Syntax 5 0 0 5 Ling 403 Research 4 0 1 5 Ling 247 The World’s Major Languages 1 2 1 4 Ling 404 Language and Gender 0 2 2 4
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4. The most sought after courses in the program. Question 4 of the questionnaire asked the respondents to indicate which courses they are planning to take. The results are summarized below in Table 3. Table 3 Courses that respondents intend to take in future Course N of
respondents interested in taking it
Course N of respondents interested in taking it
Ling 404 Language & gender 20 Ling 342 Aboriginal Languages 11 Ling 241 Syntax 18 Ling 242 Phonetics 9 Ling 341 Semantics 15 Ling 350 Career Internship 8 Ling 478 Honours Project 14 Ling 243 Morphology 6 Ling 402 Language & Culture 13 Ling 346 Language Time Space 6 Ling 244 Sociolinguistics 12 Ling 245 Lexicology 4 Ling 247 World’s Major Languages 12 Ling 349 Computational Ling 3 Ling 345 Introduction Research 12 Ling 340 Phonology 2 Ling 403 Research Methods 12 Ling 347 Conversation Discourse 2 While respondents express interest in all the courses offered within the program, the courses that more respondents intend to take in future are Language and Gender, Syntax, Semantics (the courses that have not been offered for over a year prior to the survey. Interestingly, 14 respondents intend to take the Honours project, which means that they are interested in pursuing the Honours program.
5. Program strengths as seen by the majors 1) passionate, dedicated, approachable, hardworking and knowledgeable professors (19 entries) Examples of entries: “The profs are all incredibly nice, friendly, and approachable.” “ Very charismatic professors.” “They profs we do have are also great. X is great and very passionate about her work, and XX is also a very good instructor and is fighting the good fight for Linguistics. XXX is also a very knowledgeable professor. “We have very hard working professors that try to provide us with the most opportunities to increase our Linguistic knowledge and interest.” “Amazing professors who are passionate about what they do and always willing to help their students as much as they can.” 2) a strong community of open minded, friendly, passionate and dedicated linguistics students (10 entries) Examples of entries: “I have found that every person in my Linguistics class is very open minded and easy to get along with.”
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“I'm not sure if the Linguistics program is responsible for the great students in the program or if great students are attracted to the program, but either way I think that is a good indication the program is amazing.” “Linguistics Students Association (showing a passion for Linguistics helps to increase the amount of people interested in the course.) The passion and dedication for Linguistics that the professors provide for the students help the students gain a passion and feel less nervous asking for help when needed.” 3) applicability of knowledge gained in the studies (5 entries) Examples of entries: “Being able to apply theories to practical questions allows for a deeper understanding of the theory.” “Good transference of skills to language classes.” “Linguistics major students are literate, have the opportunity to learn other languages with better understanding.” 4) program flexibility (4 entries) Examples of entries: “Also the actual degree requirements are very open which is really the reason I'm able to be a linguistics major.” “Flexible degree requirements for a major.” 5) variety and diversity of courses (4) Examples of entries: “the variety of courses that cater to a wide variety of interests and future careers” “ Good selection of class subjects” 6) interesting course topics/program (3) Examples of entries: “ Interesting course topics”; “It is a very interesting program which enables it to become more popular.” 7) breadth of knowledge (3) Examples of entries: “ A good breadth of knowledge base in any given class.” “the simple fact that it diverse; it covers so many areas of knowledge.” 8) good class-sizes (2) Examples of entries: good class-sizes (neither too big nor too small) Small class sizes make it easy to get to know the students that I see every day. 9) fair grading (1) “ The exams and marking processes are fair.” 10) good preparation for grad studies (1) “The classes that are offered are adequate in order to prepare students for higher education programs such as speech pathology.”
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15) It makes people more personable, eloquent and sociable in general. (1) 10) good on theory (1) “I think the linguistics program offers classes that provide strong theoretical information.” 9) great for learning cultures (1) “Linguistics is great for learning about different cultures and how language and culture go hand in hand.”
6. Directions for program improvement as seen by majors The analysis of students’ responses to directions of improvement I the program showed that they are overwhelmingly concerned for the paucity of Faculty resources in Linguistics and that they need an expansion of the courses offered yearly. As students point out, these are directly related matters. In order to improve their education quality, the number of faculty in Linguistics needs to be increased. Majors express the wish to have Speech and Language pathology related courses taught to them (SLP and child language acquisition). They also express their interest in having an MSLP in the University of Saskatchewan. Linguistics majors identify the following priorities for program improvement: 1) more classes (23 entries) Examples of entries: “only some classes are offered each year and some of those classes are needed to be able to get a major.” “ I wish we had senior level classes as follow ups to things like phonetics, historical linguistics, ect. that could focus in on some issue in those areas.” “More offerings yearly so that students can easily plan their schedules and not have to stay for longer than necessary to finish out their degrees.” 2) More professors (20 entries) Examples of entries: “First of all, we need more professors!” “We definitely need more professors to teach these classes” “I would like to see more professor teaching Linguistics courses.” 3) develop Child Language Acquisition course (4 entries) 4) Develop a MSLP program (4 entries) 5) Have more interactive classes - practical application of information (4 entries) 6) develop a course on communications disorders/slp. (3) 7) better advising for students (3) 8) bring back tutorials in 111, 112 (2)
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9) develop a neurolinguistics course (2) The following ideas were expressed in one entry each: ---Have information sessions to help students going into some of the 'popular' careers ---More focus on cultural linguistics --More outside of class lectures on interesting subjects --Incorporating focus on a second language (i.e. bring back the now-defunct degree called "languages and linguistics") --Also highly encouraging students to participate in an exchange program for at least one semester --The teachers need to be more motivated and make the classes more interesting. -- develop online options for courses -- raise general awareness of what Linguistics and its importance -- A stronger SLP program and Computation Linguistics program would also be a good idea, and both are booming fields at the moment. --More interesting textbooks
8. STUDENTS’ SURVEY RESULTS
1. Students’ motivation to enroll in Ling courses 1) Personal interest (24 entries)
Examples of entries: “I am interested in language and its how its developed and how its changed over the course of history. “ “I am genuinely interested in words and language and thought it would be interesting.” “it kind of seems to be the way my brain is naturally programmed - i've always been the type of person who analyzes words and speech and the way things sound and how they communicate meaning”
2) Speech and language pathology career (17 entries)
Examples of entries: “It is required for University of Alberta's Speech Language Pathology Program” “I am applying to enter a Speech-Language Pathology program.”
3) Credit/degree requirements (8 entries) Examples of entries: It fulfilled the social science requirement Linguistics was a more appealing elective than other courses.
4) Ling major (7 entries) I am majoring in Linguistics. Being a Linguistics major, I need a heck of a lot of Linguistic credits. major in linguistics Linguistics is my major. Ling major Considering Linguistics as a major. a major in Linguistics
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5) Because of love of/to assist in language learning (6 entries) Examples of entries: “I love learning about languages!” “I am taking French and English and knew that linguistics would tie back to those courses and perhaps help me.”
6) Recommended by friends (4 entries)
7) Interest in AI/Comp Ling (2 entries) Examples of entries: “An interest and background in Artificial Intelligence and Natural Language Processing. Ling 349 was extremely relevant to my degree interests in algorithms, AI and natural language processing.”
8) Because they fit my schedule (2 entries) As can be seen from the entries and their frequencies above, Linguistics courses are taken by students mostly to pursue their interest in the subject area or for Speech and Language Pathology careers.
2. What students learnt from Linguistics courses The entries show that the students learnt about language structure, i.e., transcription, grammar, IPA (18 entries). This knowledge can be applied to CERTESL, Speech and Language Pathology careers. Learners also remark on the usefulness of Linguistics studies for their communication skills (15 entries), ad for their understanding of other cultures (10 entries)
3. Taking more Linguistics courses in future Of 60 respondents, 43 (71.6%) indicated that they will take more Linguistics courses in the future. Their motivation are similar to the reasons for taking Ling courses: to pursue their interest in the subject area, to do SLP degrees, to major in Linguistics. Of those 17 respondents who indicated that they would not take any more Linguistics courses, the overwhelming majority cannot fit any more courses into their programs of studies. Only 4 students (6%) indicated that they were not satisfied with their Ling course (Ling 111). The rest (94% of students) reported having very positive experiences with Ling courses and motivation to take more. Examples of such entries include: “I am majoring in Linguistics and I enjoy learning about other cultures and their language systems.” “There is still a lot of aspects of linguistics that I would like to learn about, such as linguistics and its relationship with world languages, and psychology”. “I find the whole topic fascinating, from phonetics to creating synthetic languages and the comparison between different languages and their structures.”
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Part V. CURRICULUM MAPPING APPLICATIONS
1. The place of Linguistics in the College of Arts and Science: Vision for the future. Program priorities.
As the results of the faculty, majors and students’ surveys, the following definitions of the Linguistics program and its goals were generated: Linguistics program pursues the scientific analysis of the structure of language, language use and acquisition. The area of linguistic studies is extremely diverse and includes an introduction into the nature of human language, the description of its fundamental layers (such as sounds, morphemes, words, grammar, discourse), explorations of language variation across social groups and national boundaries, native and non-native language acquisition by children and adults, language teaching methods, origins of languages, social and psychological aspects of language use, as well as computer languages and human-machine interaction. While providing a broad outline of the major linguistics disciplines, the Linguistics program in the U of S focuses on two major areas:
--Language and Speech sciences (preparing graduates for future careers in Speech and language pathology, speech therapy, audiology and communication disorders)
--General and Applied linguistics (preparing graduates to enter language teacher training programs, to develop or assist in developing of language processing, synthesis, recognition and language teaching software, to do research of the official, heritage and Aboriginal languages of Saskatchewan as well as to pursue careers in communication, sales, advertising, literacy programs, governmental institutions, editing and publishing).
Due to the nature of its subject (human and machine language), Linguistics is a highly interdisciplinary area maintaining strong connections with a wide range of disciplines from Humanities (Languages, Literature, Women and Gender Studies), Arts (Music), Social Sciences (Psychology, Sociology, Native Studies), Sciences (Physics, Computer Science, Anatomy), Health Sciences and Medicine (Speech and Language Pathology; Neuroscience, Neurolinguistics)
Aim 1: graduate skilled linguists with the capacity to find their place in the job market or pursue postgraduate degrees
Linguistics program aims at providing its graduates with a theoretical grounding and practical skills in all the major subdisciplines of Linguistics with the focus on knowledge and skills that they can apply in their lives and future careers, at developing student awareness of the interdisciplinary nature of Linguistics and at encouraging expertise in cognate areas in order to enhance their chances in the job market.
Aim 2: provide interdisciplinary support to other programs on campus.
Linguistics program also aims to support cognate disciplines by providing Linguistics courses that are of relevance to these disciplines and in this way strongly contributing to interdisciplinarity in the College o
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Arts and Science. In this way, Linguistics program supports the course offerings in the Departments/Programs, such as Psychology, English, Anthropology, Religion and Culture, Modern Languages, Women and Gender Studies, Native Studies, Computer Science, and International Studies. The future of Linguistics is seen as a strong Interdisciplinary Program within the College of Arts and Science, with increased numbers of majors and students, and with Faculty resources sufficient for running the undergraduate program and developing graduate program and research. The program is vital for the College, since it is a key to and a model of interdisciplinary programming and research, as it brings together all of its three divisions, and supports the offerings of courses in multiple programs within and outside the College.
2. Summary of the program strengths In the process of Curriculum Mapping exercise, program strengths were identified as follows: n Interdisciplinarity of the program n Interdisciplinary support of other programs n Program flexibility n Enthusiastic faculty n Intelligent, dedicated students n A strong students’ association n Viable real-life career paths for graduates (speech and language pathology, language teaching)
3. The resulting revisions in the Linguistics Program and the creation of the two concentrations to
reflect the program priorities. As the result of two major career path interests expressed by Linguistics majors during the survey (speech and language pathology and the teaching of English as the Second Language, the program underwent a major change. Two concentrations were created in the program: speech and language sciences and General and Applied Linguistics.
4. The issue of resources in the program. The necessity of creating two Faculty positions in Linguistics in order to support the continued program growth and to answer the students’ demand in Linguistics courses. The fiscal and other advantages of investing in two positions in Linguistics.
Existing gaps in the program structure were identified as follows: n Child language acquisition course n Speech and language pathology course The learners expressed the need in these courses in order to prepare them better for Speech and Language Pathology careers. Current composition of Linguistics Faculty complement does not allow the creation of these courses. n Language teaching related courses Ling 248 Second Language Acquisition; Ling 348 Principles of
Material Design in Second Language Acquisition have not been offered so far due to the insufficient Faculty resources
n More ESL-related courses
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The General and Applied Linguistics stream aims at focusing on ESL and language teaching. However, offering already developed courses in this area (Ling 248, 348) and developing new courses has not been possible due to insufficient faculty resources. These courses will potentially be of interest to a wide student audience n Lack of credited ESL courses in the College of Arts and Science Linguistics Program Chair has repeatedly suggested the development of credited ESL courses in the College to the Division and the College. With the increase of the number of international and immigrant students, providing them with credited courses in which they can improve their English reading, writing and speaking skills is a necessity. All other Canadian universities except the University of Saskatchewan have such a system. The creation of this system can be done with the addition of more faculty resources to Linguistics faculty. n Insufficient Faculty resources in the program 90% of majors, 75% of students’ and 100% of Faculty questionnaire respondents comment on the insufficient amount of Faculty resources in Linguistics. To quote some student comments: “There are only 1.5 fill-time Linguistics faculty. It is a shame. There are almost 60 Linguistics majors, and we pay the same tuition fees as students of English and History, but we have incomparably smaller choice of courses and professors. This is unfair”. While a decade ago, Linguistics program taught 150 students by 1.5 faculty, it now teaches courses to an almost 5 times larger student population with the same number of faculty. Faculty complement in Linguistics has to be brought up to the demand in the courses demonstrated in record high student enrollments and numbers of majors.
CONCLUSION Linguistics is a priority area of development in all the major universities in Canada. A modern day university is unthinkable without a well-established and well-funded Linguistics program. In the College of Arts and Science, University of Saskatchewan, Linguistics is one of the major Interdisciplinary programs, and one of the largest programs in Humanities by the numbers of majors. Over the last decade, Linguistics has more than tripled the numbers of its students and majors, and developed a financially viable program highly popular among students due to its clear cut career goals in Speech and Language Pathology and language teaching as well as due to its flexibility , a variety of teaching methods, and enthusiasm of the professors and learners. As the results of the Curriculum Mapping demonstrate, the program is well aligned with all the priorities of the College. The program has provided multiple examples of innovative programming and technology enhancement, student body growth, Aboriginal engagement, community outreach, success in advanced research and an ability to attract and train graduate students. Linguistics is one of the few Humanities programs actually generating profit in student tuition revenues. Yet, the resources in the program seem to be frozen in the distant past and do not match the grown demand in Linguistics courses across campus. The withdrawal of sessional funding will be a major blow for the program currently relying on sessional resources for about 1/4th of its funding. The
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development of revenue-generating and highly demanded by the students programs, such as credited ESL system, MA in Applied Linguistics and an MSc in Speech and Language Pathology, are impossible without an immediate addition of two Faculty Positions to Linguistics. REFERENCES Adam, Betty Ann. 2011. Linguist tries to rescue Saskatchewan Doukhobor language. Star Phoenix, 28 October, 2011 http://www.rnld.org/news
Makarova, V. 2011 a) The role of university in the maintenance and revitalization of the First Nations’ languages. First Nations’ Language Keepers Conference: “Honouring Residential School Survivors”, Nov 30, Dec 1-‐2, 2011, Saskatoon, Saskatchewan.
Makarova, V (panel organizer), Usenkova, E., Marino, M. 2011. The role of universities in revitalization and retention of First Nations’ languages and Cultures. Panel. First Nations’ Language Keepers Conference: “Honouring Residential School Survivors”, Nov 30, Dec 1-‐2, 2011, Saskatoon, Saskatchewan.
Makarova, V. 2012. The Doukhobor community and the University of Saskatchewan: paths of collaboration. The Dove, Doukhobor Cultural Society of Saskatchewan Newsletter, Vol 95, pp 11-‐15.
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Appendix 1 Answers to the questions posed by Vice-Dean Parkinson in August 2012. Answers to David’s questions
A. Research
1. What are your current areas of strength in research? Which faculty members are working in each area? What changes are underway and in store in the focus and direction of your colleagues' research?
Linguistics Faculty:
Child language acquisition in Diaspora settings in Canada, Doukhobor language and culture, sociolinguistics, FL/ESL methodologies.
Another direction of research involves Computer Assisted Language Learning; using Natural Language Processing Resources to assist learners with independent extensive reading in the target language; using NLP to automatically assess learner performance and measure development of accuracy, fluency, and complexity in L2 productions over time.
A change towards a focus on topics related to the 2 major areas of priorities for Ling is in place. Research projects have been started to focus on child language acquisition (bringing it closer to the Speech and Language Science priority)
Supporting faculty:
Culture & Human Development, especially Health Communication and Indigenous Knowledge Systems; Electronic text analysis; social networks.
2. What indicators and measures of research activity do you regard as most significant and persuasive in your field?
Publications, grants, outreach activities, open source projects, development of standards for CALL and NLP
3. What plans are in place to enhance your program’s national and international profile in artistic and scholarly work, for example promoting your research at conferences, in collaboration with external partners, through scholarly publication, or by participating in community projects?
A lot of work has been done by the Linguistics Students Association in enhancing the program profile on campus. A recent student initiative is to organize a Canadian student conference in Humanities to enhance the program’s profile. Consultations with the Vice-Dean have been conducted.
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Linguistics Faculty have considerably enhanced their research profile. Linguistics Faculty attend over 3 international conf presentations per year per person. We also had a research and academic program agreement with Novosibirsk University, and a research partnership with St Petersburg University.
Research by Linguistics Faculty has attracted the attention of mass media Canada-wide (ref the Research section of the Curriculum Mapping document). An open community Russian language course will be offered by the Linguistics faculty in March –May 2013.
Addition of a SLP position can enhance collaboration with the Dpt of Psychology and the BASc degree.
4. Which areas of research show greatest potential for success in attracting Tri-‐Council funding? Which faculty are best placed to improve overall success? If they are not applying, what can be done to encourage them to develop strong applications for external funding?
Health, neuroscience, rural health. While current Linguistics Faculty have been applying for Tri-‐Council funding, due to the highly politicized principles of grant allocation, the current faculty will not be successful due to the lack of governmental interest in supporting minority language research. An addition of a SLP position will improve success rate, since health-‐related projects receive better funding.
5. What initiatives are in place to ensure the engagement of your faculty in research?
Merit system; Department Research Colloquia.
6. In what ways does the research in Linguistics pertain to the University’s signature areas of research? How could the connection be stronger and clearer?
The nature of Linguistics as an interdisciplinary field ideally situates it in the University's and the College's efforts to develop a basis for interdisciplinarity and cross-University research collaborations
Aboriginal Peoples: Engagement and Scholarship – Ling engaged in Aboriginal languages study and organized a panel in 2011 First Nation’s Language Keeper’s conference. Linguistics students did an internship program in SICC and contributed to the orgranization of the 2012 First Nation’s Language Keeper’s conference organized by SICC.
7. What opportunities exist for students in Linguistics to engage in research? How are you planning to expand these opportunities?
Linguistics has had “student conferences” in the past; students are encouraged to participate in research seminars; higher level linguistics courses have a ‘research paper’ component. To enhance students involvement in research, an Honours program was created in 2011. As mentioned above, LSA porposed a Humanities Conference for Canadian students.
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Research colloquia, joined publications are another tool of enhancing students’ interest in research. Some Ling courses require individual research projects providing students with a taste of what a graduate carrier might be like.
B. Program
1. What is the plan to develop enrolments and graduations in your BA? Are all three depths (90cu, 120cu, Honours) distinct and viable? Given your recent and current enrolments and graduations, what is your plan to balance the needs of your program with its current resources?
In Linguistics, all the 3 depths are viable and serve different purposes:
A 3 yr BA supports interdisciplinarity other programs; it is usually taken in conjunction with a 4 BA in another discipline.
2. In preparing to resubmit the proposal for the MA, do you see ways to focus the program on currently available faculty strengths and interests?
We are ready to resubmit the MA within the coming 2-‐3 months (by May 2013). MA does focus already on one of the major strengths and interests within the program: Language teaching and ESL.
3. What is the current state of progress with curricular mapping and renewal in your program?
Completed
4. What other programs use LING courses as requirements or restricted electives? Which of your courses are taken as electives by 30 or more students?
WGST, International Studies, Anthropology.
In Psychology, students in neurolinguistics are encouraged to take linguistics courses
Courses taken as electives by over 30 students who are not majoring in Ling: Ling 110, Ling 111, Ling 112
Courses with over 30 sts enrollments including Ling majors: the above plus Ling 241 Syntax, 242 Phonetics, 243 Morphology, 244 Sociolinguistics, 340 Phonology.
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5. Are you interested in having access to assistance in providing online and distance courses? Are you interested in assistance with community engagement? What elements of experiential learning are currently featured in your programs, and how do you propose to expand these?
Ling already teaches Ling 244 online and plans to teach Ling 111 from summer 2013. Negotiations are in place with Barb Gillis as per funding allocations for online courses.
6. What plans are being developed to propose teaching initiatives for support by the Innovation Fund this year?
Online Ling 112 course; 2 ESL courses
7. What do people need to know from your discipline in order to become leaders? As an area of emphasis, how relevant is leadership to your program?
The relationship between language and power, the expression of power and social status, proximity-distance via the language (Ling 112, Ling 244, Ling 402, 404)
Leadership is quite important for Ling graduates pursuing Speech & Language Pathology careers. Leadership in community is explicitly developed in the program via the Ling 350 Linguistics Internship course.
12. Could you recommend a faculty member with a particular interest in innovative teaching to be considered for a new divisional working group on teaching innovation?
VM is the author of an innovative language teaching methodology (conciliatory teaching), received a “teaching excellence” award from the College; has given 2 seminars in Gwenna Moss.
UT teaches Patient Narrative Seminars in Health Sciences and will offer a "Roadtrip Nation" version of Intro Psyc in January 2013 with the help of Gwenna Moss.
C. Outreach and Engagement
1. What is the program’s plan to develop relations with other units on campus?
We already have a relationship with Psychology, CompSc, and English Departments. We have a partnership agreement with Novosibirsk University (centered around the MA in Applied Linguistics that we are not allowed to have) and Regina/FNU universities. We are currently negotiating relations with the Native Studies Department and deepening our relations with the FNU/Regina Linguistics faculty.
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2. What is the program’s plan to develop relations with the University of Regina?
See above – FNU/Regina Linguistics faculty are our cognates; we are now building further relations at the undergraduate level. FNU/Regina are interested in contributing to our MA, however, without a permission to resubmit the MA, we cannot develop this partnership.
3. Does the program have plans to develop relations with another postsecondary partner?
Already exists with Novosibirsk State Pedagogical University. The relationship cannot go forth without the college lifting the embargo on the MA Applied Linguistics proposal.
4. In what ways do you see the program’s community role developing in the coming year? a) Enhancing our relationship with the First Nations’ community via the participation of the Ling 350 Internship students in the work of the SICC and assisting them with their events (Language Keepers’ Conference, school seminars, Pow-wow. b) Enhancing the relationship with the Doukhobor community by --research of the language and culture; --digitizing available old magnetic tape records of Doukhobor services in Saskatchewan, -- giving talks at their events, --establishing connections between the community and the students of the U of S (guest lectures, trips of the U of S students to attend public events in the community); -- teaching a community course (Russian for beginners in spring 2013). Supporting faculty in the Psychology program have a range of roles in the community, e.g., in rural health, or in cancer support, etc.
5. What interest exists in the provision of one-‐ to three-‐month residencies for visiting faculty from international universities that have formal agreements with the U of S?
None, because there has been no funding available.
6. What are your plans to sustain and intensify Aboriginal engagement?
VM: Ref point 4 above; keep offering the Ling 350 Internship, inviting an Aboriginal scholar to give talks to students
D. Resources
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1. Do you plan to propose another position in the divisional faculty complement? If so, how is your proposal progressing? What consultation with other departments might such proposals involve? If you plan to submit a revised proposal for a position in Applied Linguistics/TESOL, you are encouraged to indicate how this position will complement – and, importantly, be distinct from, similar positions in the College of Education and Briercrest College. Curricular mapping will help make the case for this position, if that mapping demonstrates the centrality of TESOL to your program as it is developing. Should you wish to submit a revised version of the proposal for an Aboriginal Language Studies position, the alignment with the Department of Native Studies and the College of Education needs to be clarified
We have submitted the proposal.
We already repeatedly explained in writing that Briercrest College is not in the least interested in any collaboration (as per Prof Liu’s report that was forwarded to the Vice-‐Dean’s office).
We were instructed by the Vice-‐Dean not to engage in negotiations with the College of education.
We already have a tentative agreement with U Regina/FNU about joint course offerings.
2. It should be noted that no divisionally funded term positions are projected beyond the current academic year, and sessional contracts will be offered primarily in specialized areas (languages, fine arts). What preparatory steps need to be taken now to adapt your programs if no tenure-‐track position is provided?
Firstly, we will gain some funding from offering an online course. This funding may not be sufficient, however, for even one sessional course offering.
The opinions of the Faculty split here. The program chair feels obliged to work even more on overload to support the program. The other Faculty is not interested in teaching anything on overload.
3. Please report on your use of the grant from the 2011 Innovation Fund.
The report was already submitted to the Vice-‐Dean’s office in April 2012. Can be reattached upon a confirmed request.
4. It should be noted that no divisionally funded term positions are projected beyond the current academic year, and sessional contracts will be offered primarily in specialized areas (languages, fine arts). What preparatory steps need to be taken now to adapt your program if no tenure-‐track position is provided?
We will need a term appointment or an equivalent of 1.5 positions in sessional funding + 2 gtfs
5. Given your recent and current enrolments and graduations, what is your plan to balance the needs of your program with its resources?
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This is not a question to us, but to the Vice-‐Dean’s and Dean’s office. With 1.5 Faculty, we have been teaching over 500 students and 54 majors, we had over 10 graduates in each of the last 3 years. Any prudent manager invests in a product (program) that is in high demand with clients (students) over products that do not. We very much hope that the College will start investing strategically in programs yielding profit, like Linguistics. Speech Pathology position has been included into the 12 Faculty Complement positions of the College, which hopefully is the step I the right direction. The position is priorities as N 8, to be filled in 2015. We can only hope that the program will survive till then.
6. How do your resource needs converge with those of other programs and departments, and how can such convergences produce opportunities for co-‐operation?
Ling offered collaboration with BASc Health, but our proposal was not answered. We offered collaboration of resources to the Dpt Native Studies and received no answer either. FNU/Regina have been positive about resource convergence.
7. What are your plans with regard to the provision of associate, joint and adjunct memberships – and visiting lectureships – in your program?
We have 4 adjuncts already; have no funding for visiting lectureships.
8. What interest exists in Linguistics in Academic Programming Appointments?
We do not know what this is. We have a very keen interest in getting more faculty positions, because our health is already crumbling under pressure and overload.
9. Have discussions begun with your administrative staff towards the divisional coordination of timetables and events? Monthly divisional meetings of administrative staff will commence this September.
We attend the events, when they do not overap with our teaching, which happens most of the time. Scheduling meetings after normal working hours (3.30 or 4 pm) would help.
0. E. Budget
1. What potential exists for you to identify and develop new sources of revenue to support your program’s activities and achieve its goals?
Online course development
GTFs
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2. What opportunities exist to reduce costs by increasing efficiency? How, for example, might your Department share costs with another by cooperating in the provision of a particular service?
We are already reduced to 1.5 faculty and like everyone else in Humanities, have to share the secretary with 4 other programs.
3. What funds are significantly in deficit or surplus, and what are your plans to address these anomalies?
We have no accounts (to say nothing of funds) created for Linguistics despite multiple reminders. This is definitely an abnormality and we would be happy if they could be created at last and the committed funding could be transferred into our accounts.
4. What scholarships are being underused, and what are your recommendations for these?
A recent donation of $5,000 was confirmed by Dr Marino, the terms of reference are being currently defined.
5. What are the prospects for the development of a Linguistics contingency fund, e.g. from spring and summer revenue?
As mentioned above, we are negotiating with CCDE (Ling 111), but we would also like to have an opportunity to bypass them, so that the online students would only deal with the Dpt and pay their tuition fees to the Dpt directly.
Appendix 2 Linguistics Faculty Survey
Linguistics Faculty Survey
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Dear Colleagues, As part of the Curriculum Review and Renewal Process, the Linguistics Committee has designed the following survey to solicit your opinions about various aspects of the undergraduate program in Linguistics. Please answer all of the questions within this survey, even if you are not specifically involved with a particular area or curriculum.If at any point you would like to save your responses and complete the survey at a later date, please click the "Save and continue later" button. You will be prompted to save the survey link as a bookmark or provide an email address where the link can be sent.
1. What is the aim of the Linguistics undergraduate program? (Box will expand as you type)
2. What are the objectives of the Linguistics undergraduate program? (Box will expand as you type)
3. How do the Linguistic program achievements relate to the following College-‐level learning outcomes for students? (Boxes will expand as you type) a) Develop a wide range of effective communication skills.
b) Encourage personal development, growth, and responsibility.
c) Engage students in inquiry-‐based learning, critical thinking, and creative processes.
d) Prepare thoughtful, world-‐minded, educated, engaged citizens.
e) Cultivate an understanding of and appreciation for the unique socio-‐cultural position of Aboriginal peoples in Canada.
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4. What can be done in the Linguistics program to match and/or enhance the following College-‐level learning outcomes (Boxes will expand as you type) a) Develop a wide range of effective communication skills.
b) Encourage personal development, growth, and responsibility.
c) Engage students in inquiry-‐based learning, critical thinking, and creative processes.
d) Prepare thoughtful, world-‐minded, educated, engaged citizens.
e) Cultivate an understanding of and appreciation for the unique socio-‐cultural position of Aboriginal peoples in Canada.
5. What are the strengths of the Linguistics program? (Box will expand as you type)
6. What are the weaknesses of the Linguistics program? (Box will expand as you type)
7. How might the Linguistics program overcome the weaknesses you have identified? (Box will expand as you type)
8. What would you like the Linguistics program to look like in the future? (Box will expand as you type)
9. What place does the Linguistics program take in the Division and College? (Box will expand as you type)
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10. How would you evaluate the Linguistic Faculty resources? Very insufficient
Insufficient
Neither insufficient or sufficient
Sufficient
Very sufficient
Unknown
a) Please explain the reasoning for your response (Box will expand as you type):
11. How would you evaluate the Linguistic Student resources? Very insufficient
Insufficient
Neither insufficient or sufficient
Sufficient
Very sufficient
Unknown
a) Please explain the reasoning for your response (Box will expand as you type):
12. How would you evaluate the Linguistic Technology resources? Very insufficient
Insufficient
Neither insufficient or sufficient
Sufficient
Very sufficient
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Unknown
a) Please explain the reasoning for your response (Box will expand as you type):
13. How would you evaluate the Linguistic Library resources? Very insufficient
Insufficient
Neither insufficient or sufficient
Sufficient
Very sufficient
Unknown
a) Please explain the reasoning for your response (Box will expand as you type):
14. How would you evaluate the Other Linguistic resources? Very insufficient
Insufficient
Neither insufficient or sufficient
Sufficient
Very sufficient
Unknown
a) Please explain the reasoning for your response (Box will expand as you type):
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15. What additional resources does the Linguistics program need to achieve our goals?
Thank you so much for taking the time to complete this survey! The results will be shared with you at the faculty Curriculum Renewal meeting to be held later this fall!
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Appendix 3. Linguistics majors survey
Linguistics Majors Survey
Dear Students, As part of a Curriculum Review and Renewal Process Project, the Curriculum Planning Committee from the Linguistics Program assisted by the Linguistics Students Association has designed the following survey for Linguistics Majors to solicit your opinions about various aspects of the undergraduate program in Linguistics and how the program, or parts of it, might be revised (or not). The results of this survey will be tabulated and will inform and impact the discussion about future Linguistics Program development.
1. What was your motivation for choosing Linguistics as a major? (Box will expand as you type)
2. The Linguistics Program helps me to reach the goals I have set out with regards to majoring in the program. Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Not Applicable
3. From the courses you have taken in the Linguistics Program, please select 3 to 5 courses which you found: a) Most interestingb) Most useful for your future careerc) Most useful in your everyday lifed) Have not taken this course Interesting Useful for my Useful for my Not Applicable (Have not
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future career everyday life taken this course)
LING 110.3 Introduction to Grammar
LING 111.3 Structure of Language
LING 112.3 Dynamics of Language
LING 241.3 Introduction to Syntax
LING 242.3 Phonetics
LING 243.3 Morphological Patterns in Language
LING 244.3 Sociolinguistics
LING 245.3 Lexicology
LING 247.3 The World's Major Languages
LING 340.3 Principles of Phonology
LING 341.3 Semantics
LING 342.3 Aboriginal Languages of Canada
LING 345.3 Introduction to Linguistic Research
LING 346.3 Language in Time and Space
LING 347.3 Conversation and Discourse Analysis
LING 349.3 Computational Linguistics
LING 350.3 Career Internship
LING 402.3 Language and Culture
LING 403.3 Research Methods in Linguistics
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LING 404.3 Language and Gender
LING 478.3 Honours Project
4. What other Linguistics courses are you planning to take? (Please check all that apply) Plan on taking
LING 110.3 Introduction to Grammar
LING 111.3 Structure of Language
LING 112.3 Dynamics of Language
LING 241.3 Introduction to Syntax
LING 242.3 Phonetics
LING 243.3 Morphological Patterns in Language
LING 244.3 Sociolinguistics
LING 245.3 Lexicology
LING 247.3 The World's Major Languages
LING 340.3 Principles of Phonology
LING 341.3 Semantics
LING 342.3 Aboriginal Languages of Canada
LING 345.3 Introduction to Linguistic Research
LING 346.3 Language in Time and Space
LING 347.3 Conversation and Discourse Analysis
LING 349.3 Computational Linguistics
LING 350.3 Career Internship
LING 402.3 Language and Culture
LING 403.3 Research Methods in Linguistics
LING 404.3 Language and Gender
LING 478.3 Honours Project
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5. Please indicate any skills and/or areas of knowledge that you have learnt in your Linguistics courses that you find useful for your everyday life (Box will expand as you type):
6. Please indicate what you believe are the strengths of the Linguistics Program (Box will expand as you type):
7. In what ways do you think the Linguistics program could be improved? (Box will expand as you type)
Thank you so much for taking the time to complete this survey! The results will help us to plan for an even better Linguistics Program in the future.
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Appendix 4. Linguistics students survey
Linguistics Students Survey
Dear Students, As part of a Curriculum Review and Renewal Process Project, the Curriculum Planning Committee from the Linguistics Program assisted by the Linguistics Students Association has designed the following survey to solicit your opinions about Linguistics courses. The results of this survey will be tabulated and will inform and impact the discussion about future Linguistics Program development.
1. What is your major? (Please enter "unknown" if you have not yet decided on your major)
2. Please indicate which Linguistic course(s) you are currently enrolled in and have taken before (Please check all that apply): Currently enrolled Taken before
LING 110.3 Introduction to Grammar
LING 111.3 Structure of Language
LING 112.3 Dynamics of Language
LING 241.3 Introduction to Syntax
LING 242.3 Phonetics
LING 243.3 Morphological Patterns in Language
LING 244.3 Sociolinguistics
LING 245.3 Lexicology
LING 247.3 The World's Major Languages
LING 340.3 Principles of Phonology
LING 341.3 Semantics
LING 342.3 Aboriginal Languages of Canada
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LING 346.3 Language in Time and Space
LING 347.3 Conversation and Discourse Analysis
LING 349.3 Computational Linguistics
LING 350.3 Career Internship
LING 402.3 Language and Culture
LING 403.3 Research Methods in Linguistics
LING 404.3 Language and Gender
LING 478.3 Honours Project
3) What motivated you to enroll in the Linguistic course(s) that you have chosen? (Box will expand as you type)
4. What have you learnt in the Linguistics course(s) that is useful for your major? (Box will expand as you type)
5. What have you learnt in the Linguistics course(s) that is useful for your university studies? (Box will expand as you type)
6. What have you learnt in the Linguistics course(s) that is useful for your everyday life? (Box will expand as you type)
7. Would you like to take more Linguistics courses in the future? Yes
No
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8) Please provide details about your reasons for this decision (Box will expand as you type):
Thank you so much for taking the time to complete this survey! The results will help us in designing even better Linguistics course offerings in the future.
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Appendix 5
Evaluated Courses within 4 year BA Linguistics
• Add a course
Courses taken by students during their first year of undergraduate studies:
• LING 110 Introduction to Grammar (an Elective) • LING 111 The Structure of Language (Required) • LING 112 Dynamics of Language (Required)
Courses taken by students during their second year of undergraduate studies:
• LING 241 Intro Syntax (depends on specialization) • LING 242 Phonetics (depends on specialization) • LING 243 Morphological Patterns (depends on specialization) • LING 244 Sociolinguistics (an Elective) • LING 245 Lexicology (an Elective) • LING 247 The Worlds Major Languages (an Elective)
Courses taken by students during their third year of undergraduate studies:
• LING 340 Principles of Phonology (depends on specialization) • LING 341 Semantics (depends on specialization) • LING 342 Aboriginal Languages of Canada (an Elective) • LING 345 Intro Linguistic Research (depends on specialization) • LING 346 Language in Time and Space (an Elective) • LING 347 Conv Discourse Analysis (depends on specialization) • LING 349 Computational Linguistics (an Elective) • LING 350 Career Internship (an Elective)
Courses taken by students during their fourth year of undergraduate studies:
• LING 402 Language and Culture (an Elective) • LING 403 Research Methods Linguistics (depends on specialization) • LING 404 Language and Gender (an Elective)
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APPENDIX 6
Courses' Contribution to Program Outcomes
Indicated below is the instructional emphasis and depth for each of these outcomes in your course on the following scales Emphasis:0=not at all , 1=negligible , 2=moderate , 3=extensive Depth:0=not at all , 1=introductory , 2=intermediate , 3=advanced
Category Program Outcome Course Emphasis Depth
A&S Goal 1. Effective communicative skills
a graduate should be willing to share the research results with the community which supplied the data (i.e. understand the ethics of giving back to the community)
LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 3 3 LING 345 3 2 LING 247 3 3 LING 402 3 3
a graduate should develop awareness of copyright issues and understand what constitutes a plagiarism, should be able to understand the importance of proper citations, and cite sources in APA citation format.
LING 111 1 1 LING 112 0.5 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 345 3 0
Graduates should be able to apply their knowledge of sociolinguistics, Discourse and Conversation analysis to conduct presentations and participate in discussions that are age-‐, gender-‐, class-‐, social group, and culture appropriate
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 244 3 2 LING 350 3 3 LING 247 3 3 LING 402 3 3
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LING 345 0 2
Students should be able to present the results of their individual research projects
LING 341 1 2 LING 241 2 2 LING 243 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 402 2 2 LING 350 3 3
the graduate should apply the knowledge of linguistics to develop and enhance his/her communicative skills at different structural levels of language (sounds, words, syntax, semantics, discourse)
LING 111 2 1 LING 112 2.5 1 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 402 2 2 LING 350 3 3
the graduate should be able to engage in technology-‐supported learning formats, such as access online materials, perform quizzes online, participate in online discussions
LING 243 1 3 LING 244 1 2 LING 247 1 0 LING 112 1 0.5 LING 241 2 2 LING 341 2 2 LING 347 2 2 LING 350 2 3 LING 402 2 2 LING 111 3 2 LING 345 3 3
the graduate should be able to prepare and make a PowerPoint presentation on a research topic
LING 112 0.5 0.5 LING 244 1 1 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 350 2 3
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LING 345 2 2 LING 247 2 1 LING 402 2 2
The graduate should be well aware of the issues of multilingualism and multiculturalism and possess the skills to conduct effective cross-‐cultural communication
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 244 3 2 LING 350 3 3 LING 247 3 3 LING 402 3 3
the graduate should have some basic knowledge of language data input and analysis;
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 247 2 2 LING 350 3 3 LING 345 3 3 LING 402 3 3
the graduate should have some basic knowledge of speech processing software
LING 112 0.5 0.5 LING 247 1 0 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 402 2 2 LING 345 3 3
understanding of language structure
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2
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LING 402 2 2 LING 111 3 1 LING 244 3 2 LING 247 3 3
A&S Goal 2. Encourage personal development, growth, and responsibility
The graduate should be able to extract and analyze information about language and communication pertinent for his/her individual and personal growth, from language interaction in families, social groups, across genders and cultures
LING 111 1 1 LING 112 0.5 0 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 244 3 2 LING 350 3 3 LING 247 3 3 LING 402 3 3
The graduate should be aware of language issues pertinent to the community and be able to engage in interactions with the community in the spirit of respect and appreciation of community values
LING 111 2 1 LING 241 2 2 LING 243 2 1 LING 341 2 2 LING 347 2 2 LING 244 3 2 LING 350 3 3 LING 345 3 2 LING 247 3 3 LING 402 3 3 LING 112 0 0.5
The graduates are expected to demonstrate the ability to work individually and in groups, participate in group discussions, contribute to group projects and lab reports
LING 111 2 1 LING 112 1 0 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 350 3 3 LING 402 3 3
The students are expected to apply their LING 111 2 1
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knowledge of language communication to prevent, avoid and resolve communication problems and to reduce the stress resulting from miscommunication in personal life and in the workplace
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 402 2 2 LING 244 3 2 LING 350 3 3 LING 247 3 3
The students should be able to apply their skills and knowledge to pursue successful careers in real life
LING 111 1 1 LING 112 0.5 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 3 3 LING 345 3 0 LING 247 3 3 LING 402 3 2
The students should develop individual and group accountability
LING 111 1 1 LING 244 1 2 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 3 LING 247 2 2 LING 402 2 2 LING 350 3 3
The students will understand the nature of individual differences in language acquisition and use, of foreign accents and speech disorders; they will also understand the differences across learning styles
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2
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LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 345 0 2
A&S Goal 3. Engage students in inquiry-‐based learning, critical thinking and creative processes.
Graduates are expected to seek and identify multiple perspectives from different theories
LING 111 1 1 LING 112 0.5 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 345 2 2 LING 247 2 2 LING 402 3 3
Graduates should be able to demonstrate the basic skills in linguistic analysis of data coming from all the structural layers of language as well as build interdisciplinary connections
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 350 2 3 LING 345 3 0 LING 247 3 3 LING 402 3 3
Graduates should be able to demonstrate the knowledge from at least two cognate disciplines as well as apply this knowledge to the problem solution
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 345 0 3
Graduates should be able to extract information from different forms of language data (oral and written, printed matter (books, articles, etc), online sources;
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2
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LING 341 2 2 LING 347 2 2 LING 350 2 3 LING 247 2 2 LING 402 2 2 LING 244 3 2 LING 345 3 2
Graduates should be able to identify topics for original research and be able to perform basic data collection and analysis
LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 345 2 2 LING 402 2 2 LING 247 3 3
Graduates should be able to locate and employ for data mining various language databases, chatrooms, and other sources of language data.
LING 111 1 1 LING 112 0.5 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 247 2 2 LING 402 2 2 LING 345 3 3
Graduates should be able to perform creative tasks (such as building questionnaires, research designs, computer programs, etc.)
LING 111 1 1 LING 244 1 2 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 247 2 1 LING 402 2 2 LING 350 3 3 LING 345 3 3
Graduates should be able to present LING 111 1 1
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information from the perspectives of three epistemologies (sciences, social sciences and humanities)
LING 244 1 2 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 402 2 2
graduates should be able to produce coherent analysis of language data
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 345 2 2 LING 247 2 1 LING 402 2 2
Graduates should demonstrate the ability to extract and convert language data employing various forms of presentation (graphs, texts, images, sound files, etc.)
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 247 2 2 LING 402 2 2 LING 345 3 3
The graduates should be able to demonstrate sophisticated analytical skills and seek and utilize opportunities for original research
LING 111 1 1 LING 112 0.5 0.5 LING 244 1 2 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2
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LING 247 2 2 LING 402 2 2 LING 350 3 3 LING 345 3 3
the graduates should have some command of the scientific style of presenting language data in the oral and written formats
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 350 3 3 LING 345 3 3
A&S Goal 4. Prepare thoughtful, world-‐minded, educated, engaged citizens.
Due to interdisciplinary nature of Linguistics, graduates are expected to be well aware of the tripartite nature of any language and communication (science, social science, technology)
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 2 3 LING 345 2 2 LING 247 3 3 LING 402 3 3
Graduates are expected to appreciate the challenges of acculturation and learning new languages by immigrant population in Canada
LING 111 1 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 244 3 2 LING 402 3 3
Graduates are expected to be aware of the language and cultural barriers in intercultural communication and to inform others about
LING 111 2 1 LING 112 1 0.5 LING 241 2 2
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them LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 2 2 LING 247 2 2 LING 244 3 2 LING 350 3 3 LING 402 3 3
Graduates are expected to develop the ability to use technology for language research and other types of learning
LING 112 0.5 0.5 LING 244 1 2 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 350 2 3 LING 247 2 2 LING 402 2 2 LING 345 3 3
Graduates are expected to have skills in basic language processing software
LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 345 3 3
Graduates are expected to treat all people as equal irrespective of their cultural and language background
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 244 3 2 LING 350 3 3 LING 345 3 3 LING 247 3 3 LING 402 3 3
Graduates are expected to treat language as an integral part of cultural identity and to be
LING 111 1 1 LING 112 1 0.5
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enthusiastic about learning different languages as well as be willing to assist learners of English as a foreign language
LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 244 3 2 LING 350 3 3 LING 345 3 3 LING 247 3 3 LING 402 3 3
Graduates should be able to be expert computer users, be able to access and min language databases and other electronic sources of language data
LING 244 1 2 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 350 2 3 LING 247 2 2 LING 402 2 2 LING 345 3 3
Graduates should be appreciative of the minority languages and cultures and be prepared to use technology for their maintenance (e.g., record and analyze minority languages)
LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 402 2 2 LING 244 3 2 LING 350 3 3 LING 345 3 3 LING 247 3 3
Graduates should be willing to engage into the studies of minority, heritage and Aboriginal languages and cultures
LING 112 0.5 0.5 LING 111 2 1 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 402 2 2 LING 244 3 2 LING 350 3 3
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LING 345 3 3 LING 247 3 3
Graduates should possess understanding of the issues of language and cultural minorities, and if circumstances require it, act as champions for their interests
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 244 3 2 LING 350 3 3 LING 345 3 3 LING 247 3 3 LING 402 3 3
Some graduates are expected to have programming skills pertinent to computational analysis of language.
LING 247 1 0 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 347 2 2 LING 345 3 3
A&S Goal 5: Cultivate an understanding of & appreciation for the unique socio-‐cultural position of the unique socio-‐political position of Aboriginal peoples in Canada
Graduates should be able to communicate in the spirit of true respect with Aboriginal leaders and elders
LING 112 0.5 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 247 2 2 LING 402 2 2 LING 350 3 3 LING 345 3 3
Graduates should be able to work with Aboriginal community on maintenance of Aboriginal languages
LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 350 3 3 LING 345 3 3 LING 247 3 3 LING 402 3 3
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Graduates should develop knowledge of some aspects of Aboriginal languages and cultures
LING 111 2 1 LING 112 1 0.5 LING 241 2 2 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 247 2 2 LING 350 3 3 LING 345 3 3 LING 402 3 3
Graduates should develop respect towards Aboriginal languages and cultures
LING 111 2 1 LING 112 1 0.5 LING 243 2 2 LING 341 2 2 LING 244 2 2 LING 347 2 2 LING 241 3 2 LING 350 3 3 LING 345 3 3 LING 247 3 3 LING 402 3 3
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Appendix 7 Linguistics Undergrad courses offered in the U Alberta, Department of Linguistics, Faculty of Arts O LING 100 Introduction to Human Language O LING 101 Introduction to Linguistic Analysis LING 111 Intro to Linguistic Analysis for Language Revitalization O LING 204 English Syntax O LING 205 Phonetics LING 211 Phonetics of Indigenous Languages LING 212 Morphosyntax of Indigenous Languages LING 213 Sentence and Discourse Patterns of Indigenous Languages O LING 308 Morphology and the Lexicon O LING 309 Syntax and Semantics O LING 310 Introductory Phonology LING 311 Special Topics in Linguistics O LING 314 Discourse Analysis O LING 316 Sociolinguistics O LING 319 Child Language Acquisition O LING 320 Second Language Acquisition O LING 321 Neurolinguistics O LING 323 Linguistics and the Mind O LING 324 Endangered Languages LING 325 Writing Systems LING 375 Linguistics Directed Research I O LING 399 Special Topics in Linguistics LING 401 Semantics LING 405 Historical Linguistics LING 407 Linguistic Typology LING 419 Linguistics and Child Language Disorders LING 420 Phonological Acquisition LING 475 Linguistics Directed Research II LING 499 Special Topics in Linguistic Theory LING 500 Psycholinguistics LING 501 Research Project Seminar LING 502 Honors Project LING 509 Syntactic Theory LING 510 Current Phonological Theory LING 511 Special Topics in Linguistic Research LING 512 Acoustic Phonetics LING 310 or 312 (formerly LING 412). LING 513 Speech Technology LING 515 Field Methods LING 516 Languages in Contact LING 519 Corpus Linguistics LING 599 Special Topics in Linguistic Research
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Appendix 8 A list of courses in the 5 surveyed Canadian programs not available in the U of S Linguistics program
Applied Linguistics Acoustic Phonetics Acquisition of phonetics Acquisition of syntax adult lang disorders advanced Morph advanced morphology advanced Phonet American sign lang American sign lang
Canadian english child language acquisition child language disorders child language disorders child language: syntax and morphology clinical topics community-based lang research Comparative & historical ling Comparative Indo-Eur Ling comparative ling corpus based research dialects
Diversity and universals Ecological Approaches to endangered languages endangered languages English words Field Ling
field methods 2 field methods field methods field methods field techniques fieldwork
instrum phonetics instrumental phonetics interpretation theory introSLP
Iroquoian Lang & Cult L7advertising lang acquiition by children Lang revitalization Lang variation & chage
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Lang& Power Lang&Advertising language acquisition Language Diversity and Language Universals Language impairments Language Science LING 111 Intro to Linguistic Analysis for Language Revitalization ling anatomy&phisiology Ling theory 2 ling&mind Linguistics theory 1 morphosyntax of indigenous languages neuroling
non-Ielang Philosophy & Ling Philosophy of Lang Phonetic analysis phonetics of indigenous languages Phonology 2 prosody
Reading and writing Research Lang Canada sentence discourse indigenous languages sound patterns in L structure of non-Indo-European languages synactic theory syntactic theory syntactic theory typology
urban dialectology writing systems writing systems