A study of the dynamic nature of socio-cultural systems in an increasingly interconnected, “globalizing” world. This course briefly introduces the development of anthropological theory and the methods of its research. It then explores some of the diverse and constantly changing patterns found in human societies in, for example, the organization of kinship and economic, political, social, and religious systems.

This course is a literature survey with a composition component. Most of the literary periods are represented—medieval, Renaissance, 18th, 19th, and 20th centuries—as well as the major genres (drama, poetry, and prose). Works are selected from British and Canadian literature.

A study of the church in the Roman and medieval worlds from the first through the 16th centuries, this course includes topics such as the expansion of Christianity, the development of doctrine and struggle against heresy, the establishment of Christendom and the rise of the papacy and monasticism, the decline of the Roman Empire, the Dark Ages, the contribution of the Celtic church, the papacy, the Crusades, the Renaissance, medieval monasticism and mysticism, Scholasticism, and the beginning of the Protestant Reformation.

This course, a study of the church in the modern world from the 17th through 20th centuries, includes topics such as the Reformation, the Counter-Reformation, Puritanism, Pietism, the first and second Evangelical Awakenings, the development of liberalism and fundamentalism, and recent movements in ecumenism.

The spread of Christianity around the world in the last few centuries is based on both the missionary activity of the Western churches and the growth of indigenous churches that were initially the recipients of missionary activity. In exploring the history of this growth, this course examines the missionary enterprise of the Christian church in the broader context of the imperial and colonial ambitions of European states. Concurrently, it looks at how the recipients of the Christian message appropriated and transformed it, creating dynamic new expressions of the Christian church. The relationships between the emerging indigenous churches and the missionaries, mission agencies and the colonial regimes are studied along with the interaction of the indigenous churches with their own cultural and political contexts.

This course introduces students to the principles of a balanced Christian world view. World view principles established in class are applied to a selection of issues in the natural and applied sciences, humanities, and social and behavioural sciences.

This course integrates biblical and general studies, examines the philosophical and historical bases for various world views, and assists each student in developing and articulating a comprehensive world view.

This course is designed to provide an introduction to the theoretical foundations useful for learning any world language and how learning a language is essential to understanding a people group. The course consists of an overview of the nature of human language and a description of the systems we use to analyze language. Topics for understanding the language include phonology, morphology, syntax, and semantics as well as aspects of language acquisition in non-instructed settings including strategies for language learning. In addition, students also look at how language fits into a bigger picture as they study the relationship between language and society. The course does not focus on any one language, but rather provides examples from a number of different languages to show the commonalities and variations that exist.

Modern language electives are offered subject to the availability of qualified instructors. Students learn basic language skills including listening, speaking, reading, and writing. Languages of study have included German and Portuguese in past years.

Modern language electives are offered subject to the availability of qualified instructors. Students learn basic language skills including listening, speaking, reading, and writing. Languages of study have included German and Portuguese in past years.

A study of the mission and message of Jesus as viewed from the perspective of one or more of the four evangelists with special emphasis on developing interpretive skills and an introduction to current issues in gospel studies.

This course provides an overview of the Old Testament, emphasizing its theological, historical, and literary dimensions.

This course focuses on the nature of personal and corporate spiritual growth. A study of the Bible’s teaching about conversion serves as the foundation for an investigation of the classic spiritual disciplines.

An introduction to the basic teachings of the Christian faith, this course includes discussions of the nature and task of theology and of the Christian understanding of God, revelation, creation, spiritual powers, and sin.

A continued study of the basic teachings of the Christian faith, exploring a Christian understanding of Christology, the Holy Spirit, salvation, the church, and the future.

A foundational course that includes both an introduction to basic hermeneutical theory and an emphasis on developing interpretive skills.

An introduction to the ministry of the church in all of its functions: worship, equipping, fellowship, and evangelism. The course includes a study of the structure, leadership, and objectives of the various ministries of the church with special attention given to the role of the laity in all aspects of church ministry.

This course provides a biblical basis for mission. It explores some of the biblical, historical, and contemporary examples of thinking about what it means to follow Jesus Christ and point others to him in fulfillment of the Great Commission. It further teaches what it means to represent Jesus Christ sensitively and effectively in cultures other than our own.

The primary purpose of this course is to assist students in the development of a theological understanding of worship as it relates to the Bible and Christian practice over the past 20 centuries. Current worship trends are evaluated in light of this study. The course includes discussion regarding the implications for personal and corporate worship.

This course challenges students nearing the completion of their undergraduate studies to integrate and solidify what they have learned about the nature of the gospel, the church, and its mission around a commitment to living out the Great Commandment and the Great Commission. Building upon a historical and theological perspective, the course focuses on what it means for North American believers, corporately and individually, to be thoroughly missional in the increasingly multicultural and post-Christian context of the twenty-first century, and on how students envision their part in light of their own personal gifts and calling.

This course offers an insight into the world of Teaching English to Speakers of Other Languages (TESOL). The course is an overview of foundational theory and essential practice in the profession. This includes opportunities in the field of TESOL, language learning theory, and methodological principles. It also covers the dynamics of classroom interaction and the teaching of the four main skill areas. Although this is designed as a standalone course, it provides an introduction to the TESOL emphasis within the B.A. in Global Studies degree.

This course is a study of the principles of social anthropology and cultural dynamics as they relate to establishing cultural contact. Within this setting, discussion focuses on developing effective strategies for understanding and communicating across cultural barriers.

This course prepares students to teach English grammar to speakers of other languages. It provides a comprehensive review of the key elements of English grammar in order to enhance students’ own understanding. Students also learn how to apply this understanding to the teaching of grammar in the classroom context.

This course familiarizes students with the most popular methodological approaches used in TESOL today. Students learn what is meant by method and examine methodologies used in the communicative and post-communicative eras. Students are introduced to the beliefs about language and language learning that underpin the various methodologies and become acquainted with the teaching techniques that have arisen around the methodologies. The course does not promote one particular methodology, but aims to foster the notion of “principled eclecticism” in which the strengths of multiple methodologies are fit within a specific social and cultural context.

This course provides an overview of current research into how languages are learned. Students are exposed to key research that shapes the profession’s understanding of learners and the learning process including motivation, first language transfer, and aptitude. The course seeks to provide answers to questions such as “When is the best age to learn a language?” and “To what extent do individual and learning style differences influence the language learning process?” Students are invited to connect the answers to the questions with actual TESOL practice.

An exploration of the phenomenon of globalization in terms of current realities of economic integration, geopolitical shift, and cultural transformation. The diverse theoretical interpretations of these global changes as well as their implications for Christian mission will be examined.

This course focuses on the four main language skill areas of reading, writing, listening, and speaking. Each individual skill area is examined in detail, giving students an opportunity to become familiar with the psycholinguistic processes involved, for example, in reading or listening. Students also learn practical approaches to teaching each skill, including the key notion of sub-skills such as scanning or reading for “gist.” Though the skills are studied in isolation, the notion of integration of skills remains a key theme throughout the course. Students apply what they learn through the creation of lessons plans and the presentation of mini-lessons.

This course prepares students to teach the phonological and morphological systems of English to speakers of other languages. Students learn the meta-language used to describe the sound system of English, as well as the North American version of the International Phonetic Alphabet with which it is transcribed. Students also become familiar with the elements of the sound system of English which are problematic to speakers of other languages and how these limitations can be addressed in the language classroom. Particular attention is paid to strategies, techniques, and materials for the teaching of phonology.

This course trains students to develop and create their own materials for the TESOL classroom. Starting with an analysis of a range of published and unpublished materials, students identify the elements essential to creating quality materials for language teaching. Students become acquainted with common sources of content for materials including corpora, reference works, and authentic media (text and audiovisual), as well as the software and online tools that can be used in the creation process. An opportunity for students to create and pilot their own materials is also part of the course.

This seminar consists of readings, discussions, and presentations designed to raise student awareness of current political and sociological issues within TESOL. Students have the opportunity to reflect on the implications for TESOL practice of issues such as cultural and linguistic imperialism, global English language policy, differences in educational philosophy, classroom ethics, and materials used in the classroom. Students consider appropriate, professional, and culturally-relevant responses to the issues and to their own role as Christian English language teachers.

This course is designed to provide students with access to knowledge and practice which needs further emphasis within the TESOL program or which is normally beyond the scope of a pre-service TESOL training program. It is also designed to offer a platform for visiting TESOL professionals to share their expertise. Though the actual content varies from year to year, topics often include assessment, technology-enhanced language learning, and English for specific purposes.

This course is a cumulative, practical application of the training received from Briercrest College and Seminary. Experience is gained in teaching English and managing classrooms in a culture outside North America. Students learn about the internship context, prepare materials, raise funds, and learn about the culture to which they plan to go. Total teaching time is a minimum of 45 hours, typically completed over a period of 4-5 weeks. Prerequisite: FE 320 TESOL Practicum II, GS 200 Intercultural Communication, GS 321 English Language Skills in TESOL
Note: The B.A. in Global Studies: TESOL degree requires the completion of a degree-specific internship. All internships need to be approved in advance by the appropriate program coordinator. The internship is offered to college students who have completed 60 credit hours or more and have been accepted into the degree program.

This course is delivered in workshop format and allows for a discussion and debrief of the experiences of the internship. Opportunity is provided to reflect on the teaching and cultural experiences both inside and outside the classroom. A key focus of the course is to make the internship a valuable learning experience for students’ future careers in TESOL.

This course is designed to prepare students for their future in TESOL. It focuses on professional, employmentrelated issues connected with applying for a TESOL position such as identifying potential employers and rewarding work opportunities. As part of this course, students create their own resumé, prepare a portfolio of evidence, and take part in a mock interview. Students also learn about workplace-related issues including continuing professional development (CPD) and relating to other professionals.

This initial practicum focuses on observation and team-teaching. Each student is placed in an existing adult ESOL class taught by an experienced sponsor teacher. Students undertake a minimum of ten hours of directed in-class observation to reflect upon the specific aspects of classroom practice they observe. In addition, students complete a minimum of two hours of team-teaching over the course of the practicum, partnering with a sponsor teacher or fellow practicum student.

This practicum is designed to provide students with a minimum of ten hours of supervised solo teaching. Each student is placed in an existing adult ESOL class of no less than five adult learners taught by an experienced sponsor teacher. Practicum students are required to submit a student profile, needs analysis, and curriculum prior to beginning their actual teaching. All practicum student teaching is observed by either the sponsor teacher or the practicum supervisor. Practicum students are also required to videotape one class for inclusion in the portfolio of evidence.