Overview

Exit Award only

Candidates on the MA (Teaching Chinese to Speakers of Other Language) programme who pass at least 60 credits of taught modules may elect to exit the programme and be awarded a Postgraduate Diploma in Teaching Chinese to Speakers of Other Languages.

Programme Requirements

For information about modules, module choice, options and credit weightings, please go to Programme Requirements. 

Programme Requirements

Module List

Code	Title	Credits
Students take 60 credits as follows – all listed core modules (50 credits) and 10 credits of elective modules:
Core Modules
CH6301	A Linguistic Introduction to Chinese	10
CH6303	Introduction to Teaching Practice	5
CH6304	Teaching Practice Internship	15
CH6306	Teaching Chinese to Speakers of Other Languages: A Pedagogical Grammar	10
CH6307	From Pedagogical Theory to Effective Classroom Practice	5
CH6308	Postgraduate Research Skills	5
Elective Modules
Students take 10 credits from the following:		10
CH6302	Advanced Chinese for TCSOL Teachers (10)
LC1101	English for Academic Study (10)
Total Credits		60

Examinations

Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards Book and for each module in the Book of Modules.

Programme Learning Outcomes

Programme Learning Outcomes for Postgraduate Diploma in Teaching Chinese to Speakers of Other Languages (NFQ Level 9, Major Award)

On successful completion of this programme, students should be able to:

• Critically outline the challenges facing students learning Chinese (referencing both teacher and learner perspectives) and discuss issues arising in the teaching of Chinese with those in other languages;
  
• Demonstrate improvement in personal language learning as required (Chinese or English);
  
• Situate their own and others' pedagogical practice within a broad framework of language learning and teaching theories;
  
• Plan schemes of work and lessons and materials for set classes, teach effectively and take part in post-class discussions with the teacher, students, peers and programme leaders;
  
• Reflect on their own teaching and document the reflections in a teaching and learning portfolio;
  
• Communicate understandings and insights related to teaching Chinese to speakers of other languages to peers, teaching staff and students in oral presentations;
  
• Create and develop a range of teaching and ancillary learning materials;
  
• Critically evaluate the role of portfolio-based approaches in teaching languages specifically drawing on the European Language Portfolio and its implication for the teaching of Chinese.