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PUBLICATIONS (full text)
Fleming, D. (in press) Assessment instruments as curriculum guidelines: An evaluation of the Canadian Language Benchmarks in terms of citizenship education. In Watzke, J. (Ed.), Readings in language studies. Honolulu, International Society for Language Studies.
Fleming, D. and McGivern, L. (2007). Canadian lessons for United States language policy and planning: A cautionary tale. In Witkosky, D. & Schuster, K. (Eds.), Language of the land: Policy, politics and identity, (pp. 133- 146). Charlotte, NC: Information Age.
Fleming, D. (2007). Adult immigrant ESL programs in Canada: Emerging trends in the contexts of history, economics and identity. In Cummins, J. and Davison, C. (Eds.), The international handbook of English language teaching (pp. 185-198). New York: Springer.
Fleming, D. (2005). Perspectives: Our responsibilities as anti-racist educators. TESL Canada journal, 23/1, 89- 90.
Fleming. D. and Walter, P. (2004). Linking teacher professionalism and learner autonomy to experiential learning and task design. TESL Canada journal special issue 4, 58-72.
Fleming, D. (2004). Putting Freire’s theory into practice in North America.
In AdEdPros(e); The Adult Educators’ Provincial Specialist Association
Newsletter (pp. 2- 8).
Fleming, D. (2004). A useful resource and introduction to the field [A review of Tight, M. (2002). Key concepts in adult education and training, 2nd edition]. In Education Review. College of Education at Arizona State University and Michigan State University Library.
Fleming, D. (2003). Building personal and nation-state identities: Research and practice. TESL Canada journal, 20, 2, 65-79.
Fleming, D. (1998). Autonomy and agency in curriculum decision making: A study of instructors in a Canadian adult settlement ESL program. TESL Canada journal, 16, 1, 19- 35.
TEACHING MATERIAL:UNDERGRADUATE LEVEL COURSES
• An introduction to English and ESL approaches and methods: adult and children
• Lesson and curriculum planning: an overview
• How to plan a lesson
• What is language and language learning? An introduction
• What is motivation? An introduction
• Trends in linguistics: an introduction
• Language across the curriculum: background
• Language policy: an introduction
• What is assessment? An introduction
• What is reading? An introduction
• Autonomy, agency and curriculum decision-making
• The legal domain: an introduction to register
• The language of a young child: an introduction to language socialization
• The effect of culture: an introduction
• English tense chart
• Parsing sentences: a review
• Syllabus: English as a second language for Ontario classrooms
• Syllabus: language across the curriculum
• Syllabus: academic skills and writing
• The Ontario context: English language learners K- 12 (with Dr. Francis Bangou)
TEACHING MATERIAL: GRADUATE LEVEL COURSES
• Assessment and Testing in Second Language Education: Some Basic Concepts
• Categories of linguistic analysis
• First language acquisition: the clinical research
• Second language acquisition: the clinical research
• Competing conceptions of language
• Some notes on generative linguistics
• Problematizing the place of grammar
• Stephen Krashen: an overview (by R. Shutz)
• Rod Ellis and ESL curriculum decision-making post-Krashen
• Speech production models
• Acculturation, motivation, identity and investment
• Defining discourse
• Colonization, globalization and ESL
• ESL approaches and methodologies: a brief history
• ESL approaches and methodologies: current trends
• A brief history of English: language varieties and change
• Placing cognitive approaches to second language education in context
• Second language learners and hierarchical forms of citizenship
• Systemic functional linguistics and the knowledge framework
• Register: some examples
• Register: some more examples
• Syllabus: trends in second language teaching
• Syllabus: current research in second language education
• Syllabus: social, political and cultural issues in second language education
RESEARCH METHODS
• Qualitative, quantitative and case study research
• Paradigms and grounded research
• Feminist research methodology
• Critical theory and research in immigrant communities
• Normative functions of citizenship and paradigm shifts in language policy and planning
• Theoretical foundations for motivation, acculturation, identity and investment
TEACHING MATERIAL: EQUITY IN EDUCATION COURSES
• Prejudice, discrimination and racism
• The sociological and psychological backgrounds
• Defining the master statuses: race
• Defining the master statuses: gender and sexuality
• Defining the master statuses: class
• Our ongoing challenge: stats on racism from Heritage Canada
• Interpretations of feminism
• The internalization of prejudice
• Culture and ethnicity in language education
• Historical Aboriginal population figures: Death and debate
• Stats on Violence Against Women, Gay, Lesbian and Transgendered People
• Links to 'Media that Matters' and YouTube sites
ADULT EDUCATION AND TRAINING
• The historical context
• Government policy and privatization
• ESL and literacy: the overlap
CITIZENSHIP AND POLICY
• Language policy and planning in the Canadian context
• Racialized forms of citizenship and the Canadian language benchmarks
• Language policy implementation and assessment instruments
• Becoming Canadian: PhD dissertation
RELATED MATERIAL
• Critical traditions in education
• When good technology meets bad teaching (by J. Young)
• Teacher preparation time
• Split classes (by Charles Naylor)
• Effective presentations: an introduction (by Penny Ur)
• Needs assessment: an introduction (by Virginia Sauvé)
• Approach, design and procedure
• Managing classroom interaction
• Classroom management in ESL
• Group work
• Theme based instruction and integrating the traditional four language skills
• Variability across age levels in the ESL context
• Teaching techniques in an ESL context: an overview
STUDENT/ CANDIDATE MADE MATERIAL
• Equity in the Science Classroom
• Equity in Education: Math
• Native/ First Nations Education
• Inequity in the Arts
March, 2009