The instructor will facilitate, observe, and evaluate students’ participation in communicative activities. Whole and small group instruction will be combined with individual assistance and student-directed learning. Students will participate in the setting of goals by identifying their communicative and language development needs.
- Topics for reading, writing, listening, and speaking skill development tasks will include some or all of the following according to learner needs and interest.
- What is culture?
- Identity
- exploring personal identity (e.g. names, hobbies, interests, possessions, family)
- comparing home country and Canadian symbols and national identities
- Adjusting to Canada
- dealing with homesickness and culture shock
- living in an English speaking environment
- living with a homestay/Canadian family
- adapting to new weather, food, accommodations
- studying in a Canadian college
- integrating in the community (resources/community connections)
- making new friends and dating
- making the most of free time
- understanding nonverbal behaviours
- Canadian Society and Culture
- provinces, major cities, metro Vancouver, local community
- Canadian customs (e.g. weddings, holidays)
- Conversational gambits for the following functions will be covered in context according to learner needs.
- asking for information
- asking for permission
- asking for help
- asking for clarification
- starting and stopping a conversation
- keeping a conversation going
By the end of this course, learners will have:
- improved their English skills;
- become aware of the role of culture in their language learning and social interaction by recognizing the importance of cultural norms in interaction and by expressing their feelings about learning English, about homesickness, and about adjusting to Canada cultural values and expectations; and
- become better intercultural communicators by using culturally appropriate language, by developing an understanding of nonverbal behaviours in Canada, and by learning about Canadian society and culture.
Student achievement will be assessed using the mastery system in accordance with College policy. The following is one example of assessment components and weighting:
25% Class participation
25% Reflective journal
15% Three community contact assignments
15% One research project with a presentation
20% Language quizzes
Students may be required to purchase textbooks.
Instructor Permission