This part of the programme aims to (a) stimulate the students into building up a theory of second language acquisition of Dutch, based on fundamental and applied research, and into gaining insight into the variables that determine the effects of second language education of Dutch; (b) stimulate the students into building insight as to how research into the effects of second language education is set up in order for them to be able to set up similar research in the future; (c) support the students into making well-informed choices when designing educational activities; (d) familiarize the students with the specific features of Dutch second language teaching in Flanders (organisational, political, educational context).
Students can enter the programma if they meet the following demands: (a) they have obtained a master degree in linguistics (or have obtained a master degree of Interpreter/Translator in a programme with a strong option of Dutch) + and have also obtained a master degree in teacher training; OR (b) they have a bachelor degree and have at least one full year of practical experience in the education of Dutch as a second/foreign language + they must be active (half-time) in the teaching of Dutch while following the course. Students coming from abroad should also show evidence of the fact that they have reached the B2-level of Dutch language proficiency according to the scales of the Common European Framework of Reference. If they cannot show this evidence, they will be administered the Exam Higher Education of the Certificate Dutch as a Foreign Language, they must pass this test before being allowed to enter the programme.
Articles and literature
Slides, transparencies, courseware
Examples and samples
Toledo / e-platform
Is also included in other courses
- Specific Teacher Training in Languages (Specific Teacher Training Programme in Languages) 60 ects.
- Postgraduate Studies in Education of Dutch as a second/foreign language 20 ects.
Using concrete cases, research results and theoretical frameworks as a starting point, this part of the programme will devote attention to the following aspects:
- variables that influence second language acquisition
- specific features of the acquisition of Dutch as a second language
- variables that determine the effect of the education of Dutch as a second language- the specific organisational features of the teaching of Dutch as a second language in Flanders
Description of learning activities
During the meetings the students will be confonted with concrete cases and will be asked to participate in active way. They will be confronted with research reports and articles and will be asked to critically interpret these. Starting from examples of educational practice, they will be asked to apply their theoretical insights to classroom practice.They will be asked to demonstrate their growing insights while preparing concret lessons, formulating course and lesson goals, and discussing the quality of videotaped and audiotaped lesson activities.A part of this programme will be realised by asking the students to indepently study the digital learning module "Tussen taal en wereld". This is a multimedia course in which the student is confronted with the many choices that teachers have to make when designing and implementing the education of Dutch as a second language. Accompanying this independent work, there will be meetings with the rest of the group in order to allow the students to confront their views with others', discuss problems and questions that the multimedia module has raised and further develop insights into powerful learning environments for DSL teaching.
Reader including research articles
Examples of educational activities
Videotaped and audiotaped lessonsDigital module "Tussen taal en Wereld"
This part of the programme aims to translate the insights that the students have built up during the previous course ("Educational Framework) to the very practical level of language teaching. This seminar therefore systematically works with examples, recordings and preparations of concrete classroom activities (taken from syllabi, videorecordings, audiorecordings, or on the basis of stimulated recall). The focus of this seminar will be on topics like:
- design and implementation of task-based teaching
- the role of grammar
- the use of multimedia
- promoting the four skills
- the role of the teacher
- evaluating and assessing L2 skills
- promoting interaction in the classroom
- dealing with specific groups of students- dealing with diversity and heterogeneity
This part of the programme aims to enhance the students' abillity to make practical choices when designing activities for the teaching of Dutch as a second language, and focuses on the role of the teacher at the micro level (classroom practice) of DSL education.
- At the end of this seminar, the student will have had hands-on experience with preparing lesson activities for DSL education, linked to specifical curriculum goals and to the needs of specific groups of DSL students. Feedback will be provided by peers and teacher;
- At the end of this seminar, the student will be able to develop lesson activities for the diverse components of DSL curricula, making use of existing syllabi and methodological formats (including multimedia tools) om promote task-based language learning, and drawing on theories and resarch
- At the end of this seminar the student has built up hands-on experience with selecting and developing appropriate instrument and tools for evaluating the students' progress with regard to the acquisition of Dutch as a second language.
Description of learning activities
The students will be asked to participate in an active way; lesson activities and lesson preparations wil form the basis of classroom work and discussion. The students will be confronted with cases in which they have to adapt educational activities to the needs of specific groups of students or to contextual features. Student will be asked to cooperate and interact with each other and with the teacher. Students will be asked to evaluate specific examples of language tests and observation sheets, and will be asked to adapt the tool to the goals of evaluation. The experiences and questions that the students are confronted during their own observations in the classroom will also be embedded in the discussions held during this seminar.
Concrete examples of classroom activities
Video and audio recordingsStudents' lesson preparations and observation reports
The student will be required to react to a number of cases coming out of the educational practice of Dutch as a second language teaching. His answers must be based on the integration of the insights coming out of the course. The exam is oral (with written preparation).