4. Final Award: Postgraduate Diploma in Teaching Chinese to speakers of other Languages

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1 1. Awarding Institution/Body: SOAS, University of London 2. Teaching Institution: SOAS, University of London 3. Programme Accredited By: N/A [unless Law Society] 4. Final Award: Postgraduate Diploma in Teaching Chinese to speakers of other Languages 5. Programme Title: Postgraduate Diploma in Teaching Chinese to speakers of other Languages 6. Registry Code: 7. Programme Convenor: Wei Jin 8. Date of Version or Revision: 27/01/10 Candidates must have a degree or equivalent 9. Criteria for Admission: (preferably in Chinese language or a related area.) Candidates must pass a test of Chinese language competency equivalent to C1 (CEFR) Candidates must have a command of English equivalent to IELTS Educational Aims of the Programme: To provide and equip students with the knowledge and skills to enable them to teach Chinese professionally in the UK and to fulfil supervisory and pedagogical roles such as course coordinator, teacher developer, course designer and materials developer. To equip students with the knowledge and skills to deal with the teaching of Chinese through different contexts. 11. Programme Outcomes - The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: A Knowledge & Understanding 1) An underpinning knowledge and understanding of the language system of Chinese (including its grammatical, lexical, syntactical, morphological and phonological features) and how it is applied in language 2) An underpinning knowledge and Teaching/Learning Methods & Strategies The course units deliver input through seminars and workshops where students are required to actively participate through structured and open discussions, and through carrying out group activities and tasks such as role-play. Input is often presented through

2 understanding of the sociolinguistic features of Chinese in language teaching and an awareness of the place of Chinese language historically and today. 3) An underpinning knowledge and understanding of the teaching of Chinese as a set of skills and competences in relation to literacies and oral reception and production. 4) An underpinning knowledge and understanding of different writing systems in Chinese. 5) Critical awareness of approaches to the place of grammar in language teaching, an understanding of the concept of emergent grammar and how to apply related techniques and methods to support learning. 6) Underpinning knowledge and understanding of the sociolinguistic background and experience that the language learners bring to their learning and the classroom. 7) Knowledge and understanding of how to promote collaborative learning and manage group dynamics in the language classroom 8) Underpinning knowledge and understanding of Second Language Acquisition (SLA) theories from both a cognitive and socio-cultural perspective. 9) Critical awareness of concepts and issues surrounding learner independence in language 10) Underpinning knowledge and understanding of the concepts and issues in heritage learner education. 11) Underpinning knowledge and understanding of the roles that various modern technologies may play in language. 12) Critical awareness of their role and status and constraints experienced as language teachers in a given institution. 13) Good understanding and critical awareness of basic concepts in Chinese grammar in relation to language 14) Underpinning knowledge and understanding of the sociolinguistic features of Chinese. demonstrations, examples and discovery tasks. Some of the activities, tasks and techniques used as a mode of instruction and learning are characteristic of those used in language Many of the assessed tasks have a practical element and all of them require the student to do background reading and research. Students are also required to manage their own learning and carry out projects outside the classroom both collaboratively and individually. The student is sometimes required to carry out a task in the workplace or as fieldwork. The fieldwork follows QAA guidelines for work placement. Assessment: Learner Profile Participants are required to develop a case study of a learner of Chinese through a report on the learner s sociolinguistic background, motivations and attitudes to the language and their learning, the various strategies and techniques they apply and what they hope to achieve. The students are also required to carry out a linguistic and skills analysis to assess the learner s level of Chinese and strong and weak areas respectively. The students must then design two lessons for the learner based on the case study and analysis. Finally, they are required to write a reflective report on the experience including an evaluation of the choice of lessons and their delivery, assessment tools and the experience of the learner. Teaching Practice Portfolio Students are required to write lesson plans (beforehand or retrospectively) and prepare materials, deliver teaching effectively, and record an evaluative critique of their own practice. They are required to keep all their TP notes in a portfolio including feedback from their tutors, their own reflections on the class and their own practice, their own sense of progression and observation notes of both experienced teachers and their peers. They are also required select and evaluate some materials and resources for Chinese language

3 Language Point Presentation Students are required to complete 2 presentations on an area of Chinese language. They must research the area and suggest appropriate approaches and methods to the teaching and learning of this area in relation to a given profile of learners. Essay on Language Teaching Theory and Practice Students are required to research and write an essay (from a set choice of titles) related to language theory and practice. They are required to discuss to what extent and in what way the area they have chosen Chinese Language Awareness Examination Students are required to sit an exam on Chinese language awareness. The language topics include the Chinese language system, the structure of Chinese words, syntax and the sound system of Chinese. Extended Essay Students are required to choose an area of Chinese language to research in agreement with their tutor. They are required to cover the linguistic and sociolinguistic features of this area of the language. They are required to research how this language area is formed and represented in different contexts. They will need to discuss and report on how their research and insights have informed their approach to teaching this particular area and their teaching of Chinese in general. They will be required to present a summary of their research and conclusions and also how this has informed their approach. They are required to address the feedback and critical discussions among their peers and tutors during the presentations in the final part of their essay. Essay on syllabus design for Languages of the Wider World in the Modern Learning Context Students are required to write an essay on approaches to syllabus design. They must cover the areas relevant to Chinese and the modern context. The areas include heritage learner education, collaborative learning through multi-modes, and self-managed study. They must finally design a syllabus which incorporates all of the aforementioned areas.

4 B Intellectual (thinking) Skills Having successfully completed the Programme, students should be able to: Choose appropriate tools and frameworks to measure language competence choose appropriate materials, topics and contexts according to the language objectives and sociolinguistic background of an individual and a given group of learners keep abreast of current developments in Chinese language teaching and to continue to try out new methods, techniques and approaches continue to develop professionally in the form of reflection on and candid evaluation of own practice and peer observation and feedback continue to develop professionally through discussion and enquiry among fellow professionals critically evaluate dominant approaches in language teaching in relation to Chinese. inform and adjust their teaching approach according to SLA theories apply appropriate pedagogies to teach heritage learners address issues in syllabus design for LWW languages in the UK context make decisions about the application of modern technologies to teaching - as a learning resource, a mode of communication and expression and a way of participating in communities apply and adapt materials and resources for Chinese and design materials to support the classes they teach make informed and reasoned choices in selecting and designing syllabuses and applying appropriate tools for assessment Teaching/Learning Methods & Strategies The course units deliver input through seminars and workshops where students are required to actively participate through structured and open discussions, and through carrying out group activities and tasks such as role-play. Input is often presented through demonstrations, examples and discovery tasks. Some of the activities, tasks and techniques used as a mode of instruction and learning are characteristic of those used in language Many of the assessed tasks have a practical element and all of them require the student to do background reading and research. Students are also required to manage their own learning and carry out projects outside the classroom both collaboratively and individually. The student is sometimes required to carry out a task in the workplace or as fieldwork. The fieldwork follows QAA guidelines for work placement. Assessment: Learner Profile Students are required to develop a case study of a learner of Chinese through a report on the learner s sociolinguistic background, motivations and attitudes to the language and their learning, the various strategies and techniques they apply and what they hope to achieve. The students are also required to carry out a linguistic and skills analysis to assess the learner s level of Chinese and strong and weak areas respectively. The students must then design two lessons for the learner based on the case study and analysis. Finally, they are required to write a reflective report on the experience including an evaluation of the choice of lessons and their delivery, assessment tools and the experience of the learner. Teaching Practice Portfolio Students are required to write lesson plans

5 (beforehand or retrospectively) and prepare materials, deliver teaching effectively, and record an evaluative critique of their own practice. They are required to keep all their TP notes in a portfolio including feedback from their tutors, their own reflections on the class and their own practice, their own sense of progression and observation notes of both experienced teachers and their peers. They are also required select and evaluate some materials and resources for Chinese language Essay on Language Teaching Theory and Practice Students are required to research and write an essay (from a set choice of titles) related to language theory and practice. They are required to discuss to what extent and in what way the area they have chosen. Extended Essay Students are required to choose an area of Chinese language to research in agreement with their tutor. They are required to cover the linguistic and sociolinguistic features of this area of the language. They are required to research how this language area is formed and represented in different contexts. They will need to discuss and report on how their research and insights have informed their approach to teaching this particular area and their teaching of Chinese in general. They will be required to present a summary of their research and conclusions and also how this has informed their approach. They are required to address the feedback and critical discussions among their peers and tutors during the presentations in the final part of their essay. Collaborative Teaching Project Students are required work collaboratively with another colleague on the course to prepare, design materials and team-teach a class of learners of Chinese for at least 2 hours. They are required to design an appropriate syllabus of one term for this class. In both the syllabus and some of their team-teaching they are required to address Chinese in different contexts. Students are required to individually write a reflective report on their experience as a team-teacher and team-syllabus designer and how this can enhance their professional development.

6 Essay on syllabus design for Languages of the Wider World in the Modern Learning Context Students are required to write an essay on approaches to syllabus design. They must cover the areas relevant to Chinese and the modern context. The areas include heritage learner education, collaborative learning through multi-modes, and self-managed study. They must finally design a syllabus which incorporates all of the aforementioned areas. Professional Development Portfolio The Professional Development Portfolio has a series of tasks. Task one The students must plan and run a teacher development seminar with a peer, which will be available to students on the teacher training programmes and other language teachers at SOAS. Task two The students must play a supervisory role and organise the observation and feedback of a language lesson and write a reflective report about the experience. The students must also give an evaluation of approaches taken in giving feedback and promoting discussion. Task three The students must investigate the organisation of language provision of Chinese at an academic institution. (The institution can be a place where they work as a language teacher, a place they have links with, or otherwise a place for which visits can be organised by SOAS staff). They must look at how the classes are organised, what learner support is available and the status and level of autonomy of the teachers. They must also pinpoint and discuss the degree and nature of in-house development available. Finally, they must look at the visions of instruction and learning apparent in this particular context and how this is realised in teaching approaches, learner resources and materials and so on. The student must write a report on the language provision in this institution and suggest changes to at least one of the aforementioned areas.

7 C Practical Skills Having successfully completed the Programme, students should be able to: give coverage to different Chinese writing systems in the classroom deliver effective lessons in relation to the classroom context, the dynamics of the group, the background of the learner; deliver effective lessons in relation to the choice and application of various techniques and methods; and deliver effective lessons in relation to the choice and management of the target language. assess learning and help learners develop cognitive, social and metacognitive strategies in their language learning. promote and incorporate discovery learning and encourage their learners to notice linguistic and other language-related features in a variety of texts and modes. Apply skills to work within institutional constraints as a an expert working within provision of Chinese language. organise and lead teacher development seminars. organise lesson observations in a supervisory role and conduct postlesson discussion and feedback effectively for the purpose of inhouse teacher development. an ability to conduct teaching projects and professional development through peer observation and team- Teaching/Learning Methods & Strategies The course units deliver input through seminars and workshops where students are required to actively participate through structured and open discussions, and through carrying out group activities and tasks such as role-play. Input is often presented through demonstrations, examples and discovery tasks. Some of the activities, tasks and techniques used as a mode of instruction and learning are characteristic of those used in language Many of the assessed tasks have a practical element and all of them require the student to do background reading and research. Students are also required to manage their own learning and carry out projects outside the classroom both collaboratively and individually. The student is sometimes required to carry out a task in the workplace or as fieldwork. The fieldwork follows QAA guidelines for work placement. Assessment: Learner Profile Students are required to develop a case study of a learner of Chinese through a report on the learner s sociolinguistic background, motivations and attitudes to the language and their learning, the various strategies and techniques they apply and what they hope to achieve. The students are also required to carry out a linguistic and skills analysis to assess the learner s level of Chinese and strong and weak areas respectively. The students must then design two lessons for the learner based on the case study and analysis. Finally, they are required to write a reflective report on the experience including an evaluation of the choice of lessons and their delivery, assessment tools and the experience of the learner. Teaching Practice Portfolio Students are required to write lesson plans (beforehand or retrospectively) and prepare materials, deliver teaching effectively, and record an evaluative critique of their own practice. They are required to keep all their TP notes in a portfolio including feedback from their tutors, their own reflections on the class and their own practice, their own sense of progression and observation notes of both experienced teachers and their peers. They are also required select and evaluate some materials and resources for Chinese

8 Collaborative Teaching Project Students are required work collaboratively with another colleague on the course to prepare, design materials and team-teach a class of learners of Chinese for at least 2 hours. They are required to design an appropriate syllabus of one term for this class. In both the syllabus and some of their team-teaching they are required to address Chinese in different modes and contexts. Students are required to individually write a reflective report on their experience as a team-teacher and teamsyllabus designer and how this can enhance their professional development. Essay on syllabus design for Languages of the Wider World in the Modern Learning Context Students are required to write an essay on approaches to syllabus design. They must cover the areas relevant to Chinese and the modern context. The areas include heritage learner education, collaborative learning through multi-modes, and self-managed study. They must finally design a syllabus which incorporates all of the aforementioned areas. Professional Development Portfolio The Professional Development Portfolio has a series of tasks. Task one The students must plan and run a teacher development seminar with a peer, which will be available to students on the teacher training programmes and other language teachers at SOAS. Task two The students must play a supervisory role and organise the observation and feedback of a language lesson and write a reflective report about the experience. The students must also give an evaluation of approaches taken in giving feedback and promoting discussion. Task three The students must investigate the organisation of language provision of Chinese at an academic institution. (The institution can be a place where they work as a language teacher, a place they have links with, or otherwise a place for which visits can be organised by SOAS staff). They must look at how the classes are organised, what learner support is available and the status and level of autonomy of the teachers. They must also pinpoint and discuss the degree and nature of

9 in-house development available. Finally, they must look at the visions of instruction and learning apparent in this particular context and how this is realised in teaching approaches, learner resources and materials and so on. The student must write a report on the language provision in this institution and suggest changes to at least one of the aforementioned areas. D Transferable Skills Teaching/Learning Methods & Strategies Having successfully completed the Programme, students should be able to: Use classroom equipment and some modern technologies with technical competence. Manage groups effectively. Work on a task as part of a team. Present information effectively to a group. Present information, discussions and arguments in essay and report format. Work collaboratively on a professional project. The course units deliver input through seminars and workshops where students are required to actively participate through structured and open discussions, and through carrying out group activities and tasks such as role-play. Input is often presented through demonstrations, examples and discovery tasks. Some of the activities, tasks and techniques used as a mode of instruction and learning are characteristic of those used in language Many of the assessed tasks have a practical element and all of them require the student to do background reading and research. Students are also required to manage their own learning and carry out projects outside the classroom both collaboratively and individually. The student is sometimes required to carry out a task in the workplace or as fieldwork. The fieldwork follows QAA guidelines for work placement. Assessment: Teaching Practice Portfolio Students are required to write lesson plans (beforehand or retrospectively) and prepare materials, deliver teaching effectively, and record an evaluative critique of their own practice. They are required to keep all their TP notes in a portfolio including feedback from their tutors, their own reflections on the class and their own practice, their own sense of progression and observation notes of both experienced teachers and their peers. They are also required select and evaluate some materials and resources for Chinese language

10 Language Point Presentation Students are required to complete 2 presentations on an area of Chinese language. They must research the area and suggest appropriate approaches and methods to the teaching and learning of this area in relation to a given profile of learners. Collaborative Teaching Project Students are required work collaboratively with another colleague on the course to prepare, design materials and team-teach a class of learners of Chinese for at least 2 hours. They are required to design an appropriate syllabus of one term for this class. In both the syllabus and some of their team-teaching they are required to address Chinese in different modes and contexts. Students are required to individually write a reflective report on their experience as a team-teacher and teamsyllabus designer and how this can enhance their professional development. The following reference points were used in designing the programme: 1. School learning and teaching strategy 2. Staff research 3. QAA framework for higher education qualifications 4. The standards and paradigms required by awarding bodies, Trinity College London and UCLES when validating Certificate Programmes in English as a Foreign Language. 5. LLUK standards for teaching and supporting learning in Further Education (DfES/FENTO) Programme Structure: The programme is made up of four core course units: Language Awareness, Methods and Practice in Teaching Chinese carrying 45 CATS points; Language Teaching and Learning carrying 22.5 CATS points; Language Teaching and Professional Development carrying 45 CATS points; Chinese Applied Linguistics: Theory and Practice carrying 22.5 CATS points. The programme can be taken on in a part-time mode and its duration is 2 academic years of 36 weeks each. The full-time programme spans over three terms and is 36 weeks long. The Postgraduate Certificate in Teaching Chinese comprises half of the part-time Postgraduate Diploma in Teaching Chinese.

11 Regulation of Assessment: Candidates may receive a Distinction, Merit, Pass or Fail. To be awarded a Distinction, candidates must achieve the following: 70% or above in all course units that make up the award. To be awarded a Merit, candidates must achieve the following: Unless eligible for a Distinction, 60% or above in all course units that make up the award. To be awarded a Pass, candidates must achieve the following: Unless eligible for a Merit or Distinction, 50% or above in all course units that make up the award. If the candidate is awarded a Fail, he or she has not achieved the following: 50% or above in all course units that make up the award. Programme Requirements for 2-Subject Degrees: N/A PLEASE NOTE: This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might be reasonably expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course/unit module can be found in the departmental course handbook and website. The accuracy of the information contained in this document is reviewed by the School and may be checked by the Quality Assurance Agency for Higher Education.