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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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0

100

200

300

400

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2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-9 2009-10 2010-11 2011-12 2012-13

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.      

54    

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)  

   

55    

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  

56    

  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):  

   

57    

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!      

58    

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  

59    

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  

       

60    

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    

61    

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.        

62    

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      

63    

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  

64    

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.      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

65    

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)

 

 

 

 

66    

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    

67    

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    

68    

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    

69    

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    

70    

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    

71    

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    

72    

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    

73    

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    

74    

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    

75    

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    

76    

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    

77    

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    

 

78    

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    

 

                                       

79    

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    

80    

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

81    

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