Course Name:Beginning
Grammar I
Course Prefix: ESL
Course Number: 0040
Submitted by (Name & E-Mail): Giana Curtis,
gcurtis@weber.edu
Current Date: 10/1/2012
College: N/A
Department: ESL
From Term: Summer
2013
Substantive
|
new |
Current Course Subject
N/A Current Course Number |
|
Subject: ESL
Course Number: 0040 |
Check all that apply:
This is for courses already approved for gen ed. Use a different form for proposing a new gen ed designation. DV CA HU LS PS SS EN AI QL TA TB TC TD TE |
Course Title: Beginning Grammar I
Abbreviated Course Title: ESL 0040 Beginning Grammar I
| Course Type: | LEC |
Credit Hours: 2 or if variable hours: to
Contact Hours: Lecture 4/week Lab Other
Grading Mode: standard
| This course is/will be: |
a
required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective |
Prerequisites/Co-requisites:
Course description (exactly as it will appear in the catalog, including prerequisites):
This course introduces entry-level students with no or almost no English to elementary grammar structures using an integrated communicative approach.
Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)
At present, entry-level
students in the LEAP (ESL) Department take a total of 6 credit hours per block
(12 contact hours/week). However, as a result of our self-study this past year,
we have found that these students would benefit from more contact hours per
week, especially in the areas of grammar and pronunciation. These findings are
also supported by the Commission on English Language Program Accreditation
(CEA). They state "The LEAP calendar and schedule of contact hours (18 per week)
provides for sufficient time for most students in levels 3 through 7 to meet the
student learning outcomes assigned to the levels. However, it is not clear that
the 12 contact hours/week for students in levels 1 and 2 are sufficient to
enable students testing into those levels time to achieve the specified student
learning outcomes." It was established in our self-study and also by CEA in
their on-site visit that some number of students in these lower levels do not
progress as expected. Entry-level students with no knowledge of English can
benefit from a grammar-based course. The integrative communicative approach of
this course will help students apply grammar principles in writing, reading and
speaking in English and will support what is being taught in their other
classes.
INFORMATION PAGE
for substantive proposals only
1. Did this course receive unanimous approval within the Department?
true
If not, what are the major concerns raised by the opponents?
2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?
No. The students need a specifically designated grammar course with the additional contact hours per week of language instruction.
3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.
No other department offers a course similar to this.
4. Is this course required for certification/accreditation of a program?
yes
If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.
5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).