A study of The Canterbury Tales and selected minor works, which may include The Book of the Duchess, The Parliament of Fowls, and Troilus and Criseyde. The course involves reading Chaucer’s texts in their historical and cultural contexts. The student will also develop a good reading knowledge of Chaucerian Middle English.

A survey of children’s literature from the sixteenth century to the present, examining representative texts and changing attitudes towards children and their books.

A study of the poetry created by the authors grouped under the term “Romantic.” Students will consider both the poetry and critical theories of these influential authors.

An intensive study of selected works by William Shakespeare situated in their Elizabethan and Jacobean contexts. Works studied may include selected sonnets, the comedies The Comedy of Errors, A Midsummer Night’s Dream and As You Like It, the problem play Measure for Measure, the tragedies King Lear and Macbeth, and the romance Cymbeline.

An intensive study of selected works by William Shakespeare situated in their Elizabethan and Jacobean contexts. Works studied may include: Venus and Adonis, the history play Richard III, the comedy The Merchant of Venice, the tragedies Titus Andronicus, Hamlet, and Antony and Cleopatra, and the romances The Winter’s Tale and The Tempest.

Introduces the burgeoning field of Indigenous literary studies, with a focus on literature written by Canadian Indigenous and Métis authors, poets, and playwrights. Applying “First Peoples Principles of Learning”, students will discuss, experience, examine, and write about several genres, including oral traditions, poetry, drama, fiction, and non-fiction. Through literature and language, students will explore the key themes of local knowledge and place, respect, resilience, and trust.

An advanced study in the reading and writing of literary nonfiction, known as the “fourth genre”: topics may include biography, memoir, spiritual autobiography, and/or other personal nonfiction genres.

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed.

This initial immersive field experience will take place off campus over a weekend in a community situated on the ancestral, traditional, unceded territory of the Stó:lo peoples. Focus of inquiry will center on relationality and the importance of critical self-reflection in education by interrogating worldview beliefs, teacher identity and bias, deconstruction of colonialism, and issues of social justice. Localized Indigenous wisdom and knowledge in collaboration with Stó:lo elders and knowledge keepers will inform all aspects of learning what it means to be an educator and to educate.